ABSTRACT
In spite of historic divisions between critical scholars and mainstream education science, engaged scholarship using state-of-the-art methods to inform advocates for social justice in educational and social systems is possible, although still too rare in practice. The idea of education science, proof of causal effect, has permeated education policy during the decades of neoliberalism, especially in the United States. Solving critical social problems that create barriers to education access requires critical consciousness of class, race, gender and sexuality on the part of policy makers, educators, and engaged scholars. Engaging in scholarship supporting social action promoting efforts to reduce equity gaps remains a noble goal in academe. Engaging scholars in projects promoting educational equity and building alliances with policymakers and practitioners provides means of undertaking initiatives that promote educational equity and create opportunities for learning about strategies for promoting social justice.
