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Educación ciudadana y convivencia en contextos de violencia: desafíos transnacionales a la construcción de paz en escuelas de MéxicoDiego Nieto and Kathy Bickmore * ABSTRACT Education for sustainable peacebuilding citizenship requires opportunities to examine and democratically handle social conflicts. In this light, this paper examines teachers' understandings of social conflicts, and their reported implemented curriculum, based on a series of focus group workshops with 5-6 teachers in each of three schools in marginalized, violent neighborhoods in one Mexican city. Teachers identified a variety of conflicts affecting their students, including direct violence (domestic/gendered, gangs, bullying) and structural conflicts (emigration, pollution, drug trafficking, unemployment, labor exploitation). These conflicts' transnational dimensions were generally not * University of Toronto (Canadá). Citizenship and Convivencia Education in Contexts of Violence… Diego Nieto and Kathy Bickmore 110Revista Española de Educación Comparada, 28 (2016), 109-134 DOI: 10.5944/reec.28.2016 acknowledged. We argue that the imaginaries of conflict and democratic action shaping participants' teaching practices are influenced by neoliberal discourses of citizenshipdetached from transnational social structural dynamics, with causal explanations and solution alternatives limited to individual values choices. Such a narrow, security-oriented approach to citizenship and convivencia education would function to govern marginalized populations more than to enhance democratic agency. We highlight some promising instances of dialogue and collective action lessons addressing equity through conflict issues, as windows of possibility for development of democratic peacebuilding agency in the face of pervasive transnational social conflicts and violence.KEY WORDS: Citizenship Education, Global Education, Social Problems, Peace Education. RESUMENLa educación para la ciudadanía y la construcción de paz sostenible implica oportunidades de estudiar y tramitar conflictos sociales de manera democrática. El presente artículo examina las comprensiones que diferentes docentes tienen sobre los conflictos sociales que afectan a sus estudiantes y el currículo implementado por ellos en relación a la convivencia y la ciudadanía. Se sustenta en una serie de grupos focales con grupos de 5-6 maestros en tres escuelas ubicadas en barrios marginados afectados por la violencia de una ciudad en México. Los participantes identificaron una variedad de conflictos relevantes, desde formas de violencia directa (doméstica/de género, pandillas, bullying) hasta conflictos estructurales (emigración, contaminación, tráfico de drogas, desempleo, explotación laboral) que afectan a sus estudiantes. En general, las dimensiones transnacionales de estos conflictos fueron ignoradas por los maestros. Argumentamos que las comprensiones sobre estos conflictos y los imaginarios de agencia democrática presentes en las prácticas de enseñanza de los participantes se encuentran influenciados por...

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This paper discusses findings from focus groups with youth who attend schools located in underprivileged surroundings in one large multicultural city in Canada and in a moderately large city in México, examining their understandings and lived experiences of migration-related conflicts. In the Canadian context, participants framed these conflicts as a problem of racist attitudes towards immigrants in an otherwise welcoming city. In the Mexican context, emigration was understood as a questionable individual dream to overcome precarious economic conditions, which often brings about violence to those travelling and family fractures for those who stay. We identify the tensions between these dominant narratives about issues of transnational mobilityusually also present in intended curriculum-and students' first-hand, every day, local-globalized citizenship experiences with ('in' and 'out') migration in each setting. In addition, we examine youths' own imaginaries of citizenship, contrasting the sense of agency and identity positions they express in each of these differently situated but structurally connected contexts in the global pattern of migration. In doing so, this work shows the limited opportunities youth have to make sense of their lived (globalized) conflicts beyond their own localized cultural explanations. We argue that connecting the recognition of cultural differences and positions in the world with the power imbalances and historically structured global inequities revealed by issues such as migration is crucial for educational efforts in citizenship education on global issues.Migration is a window into the concrete realities of globalization-including conflicts between those who move and those who stay, competition for employment, movement of capital in search of cheap labor, and struggles for citizenship. Dominant discourses of mobility and education are epitomized by demands for global knowledge economy capabilities and by depoliticized notions of humanitarian ethics. However, young people's actual political, economic, and socio-cultural concerns and experiences of transnational mobility vary from place to place, revealing tensions with the usual intended school curriculum explaining this globalized world.In this paper, we explore how understandings of global mobility take different shape for youth in underprivileged spaces in urban Canada (global North, receiving immigrants) and México (global South, sending emigrants). Comparing the ways these youth locate themselves in relation to their actual experiences with migration-a shared global event, linked with important social conflicts in both contexts-, we argue, reveals something of how they imagine their own and others' citizenship in the face of transnational phenomena. This allows us to localize the experience of globalization in relation to specific spaces of citizenship, and thereby to challenge typical curriculum notions of globalization driven by hegemonic economic or cosmopolitan goals.