An epidemic of disengagement in American high schools is faced as institutions fail to offer meaningful and relevant ways to connect curriculum with students' emerging life stories. These students do not see how schooling, as it is presently constituted, is important to their own developing identities. One solution to this problem is to organize the curriculum around the concept of community and to link the study of abstract concepts and principles to their manifestations in the places that students know and care about (local history, shared traditions, civic pride, etc.). The Power of Community-Centered Education provides psychological, sociological, historical, and philosophical insights into why community works so well as an organizing principle for high school. This book concludes with a call to action for all agencies and institutions that have public outreach programs to consider how they assist in building "education-centered communities" that support the work of high schools by offering research opportunities and scaffolding to secondary education. This book contains the following ten chapters: (1) Crisis in the Narrative Environment; (2) Learning as Story; (3) Stories and Place Making; (4) The Great, Unfinished Project; (5) Education and Community; (6) Teaching as a Craft of Place; (7) Virtues and Community Character; (8) Eight Practices of Community-Centered Teachers; (9) It's about Time; and (10) A Hunger for Reality.