Abstract
This study aims to illuminate the perspectives of 40 marginalized children about school choice in two global cities in Canada. It builds on the sociology of school choice and critical geography, with a focus on children. By utilizing mixed-methods geospatial research, this study finds that children prefer attending a neighbourhood school where they feel supported by the community and experience daily connections to nature. These children’s perspectives offer new insights into how to move beyond neoliberal market reforms by pursuing transformative and decolonial approaches to educational policy making.
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