The article analyses a new educational development in Poland, that is, free democratic schools, which are grassroots initiatives of parents seeking an alternative to the traditional pedagogies of the public schooling. These schools form a broader network. Based on ethnographic research carried out at eight such schools over five years, the authors discuss the formation of schools, parents' motivations, collective identity constructions, and internal tensions of inclusion and belonging. Regarding the potential impact of the schools on a broader educational sphere, the authors argue that the alternative schooling as an option for parental choice parallel to the expansion of neoliberal policies and new inequalities creates tensions between the notions of democracy and the consumer logic. However, as observed practices suggest, democratic school communities face internal political dynamics intertwined with societal issues and may seek involvement outside their circles. While these communities are constantly being reformulated, the question of exit and voice becomes their permanent feature.
