There has been much discussion about schools and curriculum in the 21st century and how different approaches to learning are needed. There is a view that schools can inhibit the process of learning by their focus upon targets and improving standards. Arguably this has ignored the creative and cultural development of students in schools; exacerbating problems of disaffection and marginalisation. As inclusion has become more difficult with a standards driven educational culture, the divisions in society have become more marked. Michigan has one of the highest drop out and unemployment rates in the USA, exacerbated by deep recession and the decline of the car industry. Michigan recognized the need to rethink their education policy and practice to address the education and economic crisis to renegage at-risk youth. Research adopted an inductive paradigm using ethnographic action research. It focused on a public school program, incorporating constructivist project-based learning environments for at-risk youth, available both virtually and face to face. A unique feature of the developing model is a shared space linking two virtual online communities. Key features are: shared understanding, deep thinking, deep learning, technological innovation and shared accreditation. Cultural and racial stereotypes are challenged in this international environment.