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| Acknowledgments | |
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| Prologue: Learning Power | |
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| Unjust Schools | |
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| Still Separate and Still Unequal | |
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| "Steps On Freedom Road": An Activist" Public | |
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| Elaborating the Argument: Social Inquiry and Grassroots Organizing | |
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| The Limits of School Reform | |
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| Preserving Advantage/Preserving Inequality | |
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| Equity Reform at Wilson | |
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| What Went Wrong? | |
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| The Limits of Enlightenment as a Change Strategy | |
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| Reform that Changes Little | |
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| Participatory Social Inquiry: What John Dewey Offers Equity Reformers | |
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| Dewey On Equality | |
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| A Revitalized Public | |
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| Towards an Educative Politics | |
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| The Legacy of Dewey's Educative Politics for Contemporary School Reform | |
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| Social Design Experiments | |
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| Futures: Students Disrupting High School Inequality | |
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| The Futures Project | |
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| Participatory Social Inquiry | |
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| What Happened to Futures? | |
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| Gains Through Struggle | |
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| Transforming Students But Not Schools | |
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| Teaching to Change Los Angeles: Teachers Bringing Social Justice to Urban Classrooms | |
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| Teacher Inquiry | |
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| Teaching to Change LA | |
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| Building Power: What Grassroots Organizing Offers Equity Reformers | |
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| Social Movements | |
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| Grassroots Organizing | |
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| The Roots of Contemporary Organizing | |
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| Participatory Social Inquiry and Organizing | |
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| Lessons for School Reform | |
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| Alliances for Equity | |
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| Parent-U-Turn: Parents Organized for Inquiry and Action | |
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| Organized Parents as a Site for Participatory Social Inquiry | |
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| Power to Hold the Powerful Accountable | |
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| Taking Collective Action | |
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| What Has Parent-U-Turn Accomplished? | |
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| The Educational Justice Collaborative: Activist Groups Working Together for Equitable Schools | |
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| The Development of the Educational Justice Collaborative | |
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| Organizing as a Site for Participatory Social Inquiry | |
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| Adopting a Critical Stance | |
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| Constructing a Transformative Goal | |
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| Building Relational Power and Identity | |
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| Taking Collective Action | |
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| What Has the Educational Justice Collaborative Achieved? | |
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| Beyond Williams | |
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| Making Schools and Society Just: The Power of Inquiry and Organizing | |
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| Inequality and the Logic of Schooling | |
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| Revitalizing the Public's Democratic Imagination | |
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| What Constitutes Evidence of Successful Inquiry and Organizing? | |
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| Optimism and Considerable Caution | |
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| Taking "Many and Long Steps" | |
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| Notes | |
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| References | |
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| Index | |
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| About the Authors | |