This special issue of "Leadership and Policy in Schools" expands knowledge about family-school-community engagement by exploring who is involved in education, in what ways, and for what purposes. This issue critically examines school-community partnerships that work to improve democratic decision-making, support public education, strengthen neighborhoods, and advocate for racial equality. The articles focus on intersections within and across three national contexts--England, Canada, and the United States--as there is little cross-national research in this field. Together they expand current scholarship by demonstrating how different constituencies develop alliances, experience tensions, and navigate the politics inherent in change efforts. By examining the intersections of parent and community organizing, teacher unions, and school-community partnerships across national contexts, the articles uncover fruitful new terrain for understanding the theory and practice of educational activism. In particular, the importance of leadership emerges, characterized as coalition building, critical brokerage, boundary spanning, and advocacy. This special issue also serves as an introduction to the World Educational Research Association international research network on Families, Communities, and Educators as Educational Advocates.