This book the finale in a trilogy by the authors traces the way in which a number of disadvantaged schools and communities were able to move beyond deficit victimblaming and pathologizing approaches and access resources of trust relationships connectedness and hope. It describes how these Australian schools and communities were able to benefit from working with streetlevel bureaucrats who had reinvented themselves around notions of socially just forms of capacitybuilding. The book provides a set of insights into what is possible from a critical engagement for school and community renewal perspective by working with the resources that exist within disadvantaged contexts even in damaging neoliberal policy times. Critically Engaged Learning breaks new and important ground across urgent and fractured boundaries.