ABSTRACT
I argue in this chapter that the social and economic situation-situatedness of schools serving poor communities creates obligations and opportunities to contribute to local regeneration. This is accomplished in part through curriculum and critical pedagogies that encourage students to understand their social and material place in the world and how it came to be the way that it is. Making this case necessarily involves some discussion of the purposes of schooling, critical pedagogy, and the offi cial processes of regeneration. I begin at the outset with a brief discussion of globalisation and local ‘place.’
