ABSTRACT
Schools serve as “islands of hope” for all children, especially for those whose environments and experiences have placed them at risk (Schorr, 1997). Schools are central and a highly influential part of children's lives that can provide protective influences that cultivate personal, social, and academic competence as well as the future economic value of children, despite differences in socioeconomic, ethnic, and cultural backgrounds. This chapter examines resilience in the schools through the lens of a social justice framework rooted in social capital theory. A worldview perspective of resilience is proposed, which transcends culture, language, socioeconomic status, gender, and ethnicity—the Cosmopolitan Resilience perspective—humanity at its best.
