Educational equity demands are progressively being framed in terms of multiculturalism and diversity within the educational process. This change of focus means that strategies aiming to secure rights should make room for others that emphasize the building of relationships, mutual knowledge, and community. For schools in poor, inner-city neighborhoods, community building must reach beyond the school, to address the social and economic environment in which the school is located. The paper presents an incipient model which begins with conceptual revisioning in four areas, with a common emphasis on reciprocity, capacity finding, and capacity building (empowerment) rather than deficits (service provision. The four areas are: (1) the student and the curriculum; (2) school relationships; (3) community "partnerships"; and (4) community development. (Contains 19 references.) (Author)