Abstract
School choice is often thought of as a rural issue, however, rural communities have also engaged in forms of school choice decision-making. Limited research has explored rural school choice and there is a need for further exploration of rurality and school choice. This review is not intended to advocate for an expansion of school choice policies. Rather, we call for additional research that seeks to better understand how school choice policies are currently operating in rural areas and their implications for educational equity. In this piece, we review the existing literature on school choice and rural education, provide key recommendations, and assert the need for additional consideration of the following: critical socio-political histories and theories; methodological diversity; issues of race, racism, sexual orientation, and equity; social-emotional learning and development; impacts of the COVID-19 global pandemic; and broadened understandings ofrurality.
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This work is licensed under a Creative Commons Attribution 4.0 International License.
Recommended Citation
Bridgeforth, J.,
Kennedy, K.,
Alonso, J.,
&
Enoch-Stevens, T.
(2021).
Conceptions of Choice, Equity, & Rurality in Educational Research.
The Rural Educator, 42(2), 1-15.
https://doi.org/10.35608/ruraled.v42i2.1242
