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Abstract
The following essay seeks to highlight the use of engaged qualitative community‐based research in education to respond to conditions of structural inequality. As “the politics of interruption”, the process of creating neighborhood public high schools is centred in community accountability. Responsibility in this mode “interrupts” the resurgence of theories of social disorganization, social isolation, social detachment, and culture of poverty used to stereotype working‐class/low income African American and Latino/a communities.