The notion of place is a powerful one: the place where we are from; the place where we live; the place we would like to be. It signifies issues about identity and belonging (or lack of it), and about roots and connections (or lack of them). In a world of social transformation, this innovative and timely book has much to offer schools, school leaders, policy-makers and researchers. Drawing on original research in socially disadvantaged urban communities in the US (New York) and Britain (London), and in impoverished rural communities in South Africa (the Eastern Cape), it explores how schools can help create that sense of place for young people. Kathryn Riley makes the powerful argument that, if young people are to be free to take up their role as global citizens, and as fully realised human beings, they first need to become secure in who they are. Having a sense of place and location - and a view that they can influence their own lives - is the starting point.