Three characteristics often figure in descriptions of ethnography: (1) recognizing and representing participant’s voices, by (2) using participatory methodologies to (3) produce analytical writing to describe everyday life. An aim to produce explanatory criticisms of the unjust workings of social relations of power exists in some critical research, but a commitment toward making shifts from ethnography as research about poverty, oppression and marginalization to one that engages with the production of interactive communities in impoverished and marginalized areas and their schools for social change is less common. This research is quite like other ethnography, but it not only aims to describe and theorise about things. It also tries to open up possibilities for taking responsibility for not only understanding and explaining education and learning processes but also changing social relations of education in socially just directions. A central premise is that experiences of poverty, oppression and marginalization have a basis in material conditions and the historical dynamics of existing social relations, and that when acting for justice we should take responsibility for not only describing what is wrong, but also creating better conditions. In contrast to the recommendations of traditional intellectuals and other critics of committed research, the overall aim is for engagement and a commitment toward social transformation not for political neutrality, cold objectivity, and intellectual disengagement.