Abstract
This paper explores access to, and engagement of, marginalized communities in the public education system. It begins by interrogating the meaning of access and engagement in education from a social justice position, and then turns to challenges that practitioners experience as they attempt to help marginalized groups gain access to education. Possibilities are suggested for overcoming and addressing such challenges. The article then reconceptualizes student engagement in a way that challenges educators to rethink how they currently understand student engagement, followed by a discussion about how to connect with school communities as a way to encourage student and community access and engagement in education. Lastly, strategies for building community relationships are presented.
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