Abstract
This paper suggests that synergies can be produced by using geospatial analyses as a bridge between traditional qualitative-quantitative distinctions in education research. While mapping tools have been effective for informing education policy studies, especially in terms of educational access and choice, they have also been underutilized and underdeveloped. This paper focuses on the potential benefits of expanding geospatial analysis, which has traditionally been heavily quantitative in its orientation, by incorporating qualitative research, including the accounts of lived experiences and perceptions that guide and shape institutional and individual behaviors and decisions. To that end, the paper proposes an agenda for mixed-methods research by drawing on new advances in the fields of human and critical geography.
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