This paper is developed from a recently HEA-funded study that seeks to identify key aspects of learning partnerships (LPs) and produce guidelines on best practice for educational providers working with under-represented adult learning groups. The theory and practice of social capital is highlighted as central to this task. In particular, the work of Pierre Bourdieu is seen as an invaluable contribution to the search for more informed (and renewed) learning partnership approaches for social inclusion. References to Bourdieu's contribution in the literature and in partnership practices are inadequate and this oversight, it is argued, presents greater obstacles to the social inclusion ideal. The paper advocates a critical engagement with Bourdieu's ideas in order to (re)examine social inclusion challenges and develop appropriate learning partnership arrangements. (Contains 12 notes.)