In local, diverse learning communities in Ontario, educators may have to look closely at how engagement can be established in meaningful and authentic ways that encourage and foster student agency and democracy. As students are critically engaged and grasp the relevance of their learning within the context of their daily lives, learning in a school-based setting becomes more meaningful and connected to their sense of moral purpose. In order for this engagement and agency to take hold, there needs to be an establishment of a learning community based on trust. Engaging in an inclusive design process and aligning closely with openness to the learner encourages student-teacher interactions that allow for the constant flow of ideas that helps to expand the knowledge base of both the student and the teacher. This process encourages reflective thinking and challenging of the familiar. This paper describes instructional design at one Ontario public K-8 school in which students learn and process information using social justice inquiry as a framework. The school works to better engage parents, families, elders, and the community. Building staff leadership and capacity has had the greatest impact on student achievement and well being. The school's mission is to help build a democratic Canada and world through the global citizens it educates.