Abstract

AbstractDrawing on 18 months of ethnographic engagement in Guatemala with Indigenous youth, local community organizations, and transnational nongovernmental organizations, this article examines how young people imagine and work toward alternative futures at the intersection of extensive migration and a developmentalist push for educational attainment. I show how, within the development infrastructures generated by migration, contrasting futures are rendered, with concerns over education being a key site for this imaginative and future‐oriented work.

Full Text
Published version (Free)

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call