ABSTRACT This article analyzes the differential effect of the US-Mexico border on the lived experience of children exposed to flooding risk in an urbanized transborder watershed. The central argument is that this geopolitical border is an institution generative of social and spatial processes that create and thrive on differences and expose children on both sides of the border to high but unequal hazard levels. We pose that children’s bifurcated experiences with rain evince the border’s structuring power as a supra institution producing a socio-spatial regime that enables environmental inequities producing disparate representations of place. Understanding children’s lived experiences is critical to reducing their vulnerability in a highly integrated cross-border urbanization. Framed as a case study based on qualitative data obtained through narratives and visual elicitation techniques, the analysis reveals children’s experiences with flooding and associated hazards that have not been exposed in prior border research and have important implications for integrated disaster management, environmental justice, and resilience in border regions and cities.
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