This book is grounded in the belief that equity in gifted education requires more than access - it demands meaningful, culturally responsive, and student-centered learning experiences. It explores how project-based learning (PBL) can be used not only to engage gifted students, but to create a classroom where all learners feel seen, challenged, and empowered. What makes this book distinctive is its highly practical, example-driven approach that is rooted in the lived experience of a public school teacher. Each chapter highlights specific student projects, from documentaries and podcasts to financial literacy and service learning, and ties them to larger questions of equity, access, identity, and voice. Centering Equity Through Project-Based Learning is written for student teachers beginning their journey, as well as experienced educators, instructional coaches, and school leaders who are looking to deepen their practice and rethink what gifted education can look like.
