ABSTRACT
In spite of historic divisions between critical scholars and mainstream education science, engaged scholarship using state-of-the-art methods to inform advocates for social justice in educational and social systems is possible, although still too rare in practice. Education science assumes replication is possible, but in fact innovations migrate within and across nations through adaptive change. Integrating critical consciousness with advanced quantitative and qualitative methods provides means of overcoming the divisions. When this step is taken it is possible to organize for engaged scholarship informing adaptive change promoting educational equity. After discussing the role of methods using both traditional and critical perspectives and introducing an alternative approach, we provide examples of engaged scholarship supporting improvement of education equity within and across nations. The examples illustrate the process of using engaged scholarship within four national cases (Brazil, United States, Ireland, and China), along with strategies for migrating innovations across nations.
