This article introduces the European comparative results of the national report written by the author for the international project supported by the European Commission, "Strategies for Supporting Schools and Teachers in Order to Foster Social Inclusion." It focuses on one of the main issues and the specific methodology of the French report. The development of international exchanges has led to both growing inequality between citizens from the same country and a growing number of new immigrant populations arriving for economic or political reasons. No European Union member state can be quite as irrational as to ignore them or to neglect the debate on how we can live together on the same soil. Although European countries have chosen the same type of market economy and democratic society, they do not have the same view about the kind of society and schools that will best serve their goals. In particular, their education and social policies are not inspired by the same paradigms and concepts with regard to social exclusion, education or citizenship within the state. Through research results and case studies, this research develops a cooperative school model based on teachers' initiatives and "community development" to prepare citizens-to-be to support citizens in a free and equal community. Intercultural dialogue is a key factor for achieving such a target. (Contains 8 notes.)