Children are often seen as incompetent individuals who cannot yet make responsible and meaningful contributions to society Many cities – including New York – have very few child-centred spaces adequately equipped to encourage children to become social, participating urban dwellers. Even in the institutions where they should be thriving – public schools – they are often anonymised under hyper-bureaucratic systems in vast, bunker-like school buildings. The most disadvantaged children, often from working-class minority families lacking in wealth and social mobility, are frequently side-lined. This research challenges the growing school segregation in New York with alternative typologies that give children ownership over their learning spaces. The school will be reconfigured to promote collaboration between families, communities and educators.