Using ethnographic fieldwork conducted in a public high school located in the greater Barcelona area, Anne Ríos-Rojas focuses on the experiences of immigrant youth as they negotiate a sense of belonging in an ever more globalized society. Ríos-Rojas pays particular attention to the multiple and at times contradictory ways in which youth maneuver within a social landscape that is flooded with confusing messages about what it means to belong (or not) in a new society. Drawing richly on their voices, she describes how these youth navigate through discourses that at times locate them as delinquents and terrorists and, at other times, as victims who require saving—but always as outsiders. She concludes with an exploration of the theoretical and practical implications of attending to youth's (re)visions of belonging and citizenship within an increasingly complex globalized world.

This article traces the ways in which notions of diversity inhered in educational policies and practices to mediate the everyday schooling realities of immigrant youth in a Catalonian public secondary school. Diversity, even as it was celebrated and shrouded in liberal appeals to tolerance and cosmopolitanism, was also something requiring management. Diversity discourses produced and marked immigrant youth in disciplining ways, reinscribing narrow notions of difference that ultimately delimited the school's available approaches for addressing diversity.

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