Our conclusion suggests that Groruddalen exemplifies some of the tensions and opportunities emerging as a result of migration and global digital culture. The social transformations within this community show how deep-rooted cultural values shape and are shaped by the experiences of the “new Norwegians”. Chapter 9 describes recent developments in Groruddalen, and revisits the on-going debate about the valley - unique in Norway in terms of its representation of a new national identity. Secondly debates about learning are concluded as we summarise how how people “position” themselves as learners in these different social contexts. Finally, we use our findings to open up discussion to reflect on the value of “learning lives.” Teachers must be aware of the different kind of cultural work carried out by the children themselves, and how institutions, and different kinds of families with different experiences, play a part in defining new kinds of norms in the context of the Norwegian school. Although this study is specific we hope our investigations offer a lesson in its wealth of detail about the role, place, and meaning of learning in a particular geographical location in young people’s lives.