Paper presents a case study to advocate for project aproach or project-based learning (PBL) as schools' catalyst in building learning communities on diversity and social justice. 

Based on constructivist background, PBL is student-centered pedagogy, comprehensive instructional endeavor which consists in individually, small or larger groups in-depth extended investigation of a topic or problem, worthy of the student’s interests, energy and time (Katz & Chad: 1989; Grant: 2005, 2011; Wang: 2009). PBL brings vibrant engagement because:

·         education begins with learner’s curiosity and follows a spiral path of inquiry;

·         culturally situated learning activities raise students’ motivation, engagement, skills and their disposition to apply them;

·         it empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem; 

·         student-centered and multidisciplinary explorations are expected to continue as lifelong learning in professional practice;

·         school activities and learning opportunities give students’ voice;

·         besides academic achievements, cooperation skills, co-responsibility, public visibility, critical thinking are encouraged and assessed as outcomes of PBL.    

The case is a small alternative transfer high-school in New York City. With a diverse urban student population at-risk, school illustrates articulation between mission, time, space, pedagogy, discipline/security/safety, staff and inside school – outsideworld connections. It embodies and publicly manifests a social justice agenda, promotes equity and progressive education based on multi-aged community, inquiry and choice. School tries to reach out dropped-out students and make it an interesting place to learn.Member of a consortium using performance-based assessment system (instead of high-stake standard testing) school exceeds NY state standards:  schools' dropout rate is 9.9%  compared with 19.3% in NY schools overall; 91% students are accepted into college compared with 63%; in college students are more competent in writing and revising than their classmates (Schmocker: 2008) “We try to hear what kids have to say, we try to organize the curriculum in ways that we think will appeal to students, at the same time challenge them. We encourage them to have a voice and change their mind” the Principal said. Therefore rigorous academic institution, school provides many safety nets. It uses a curriculum-driven semester schedule. In line with a backward curriculum design, twice per year staff reviews the previous term’s work. Teachers play a strong role model for students and provide personalized mentoring and tutoring. Scheduled time slots create a dynamic between staff, students and curriculum. Each week students have community service activities and each term whole school carries on a comprehensive project.  School staff has an atypical longevity and expresses “conscious awareness of the practitioners that their actions are morally committed” (Kemmis & Smith, 2008).

Main questions we focus:

·How does the school incorporate a social justice agenda to enhance its educational provision for students (valuing developmental, gender, ethnic background, skills differences)?

·Which educational strategies and mechanisms support students at risk to avoid social, economic, cultural, ethnic and other discrimination toward marginalized or other community members?

·Which are key elements of in-site teacher professional development program focusing on creating socially and culturally responsive environments?  

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