ABSTRACT
The multidimensional conditions and processes that come with the global movement of people are significantly changing the dynamics and culture of many schools and classrooms. Public schools in the global north and south now include linguistically, culturally, religiously and socio-economically diverse populations. Educators and community stakeholders in public schools are concerned with providing a quality education and school experience for these young people. The chapter outlines explorations of transcultural and translingual competencies and the implications these hold for addressing educational equity for marginalised communities. This is followed by presentation of in-school research that adopted pedagogies which located culturally and linguistically diverse students, families and communities as knowledge producers. The chapter considers how positioning diverse young people and their families as active agents in their own learning offered a counter-narrative to deficit discourses and promoted competence and confidence that facilitated learning and community partnerships.
