Abstract
This chapter examines key issues in empowering less well-represented actors through open schooling. It explores the components of innovation ecosystems, underpinned by global citizenship education (GCED) and responsible research and innovation (RRI) for democracy, in a period of extreme adversity for students and educators. It presents a case study of extreme adversity, with 1,129 participants from Indigenous, rural, and remote schools in 184 municipalities in Ceará, a state in the semi-arid region of Brazil. The main challenges and drivers to open schooling in this adverse period are identified. These findings support the argument that democratic values must underpin grounded strategies to address local adversities that reflect global issues.
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