In recent years, the changing nature of citizenship in a globalized world has become the focus of much social research. Questions have emerged about the need and possibilities of developing a global form of citizenship amidst growing awareness about international interdependence not only at the level of the economy or the environment, but also with respect to global social justice. The role of education in this respect has also been highlighted. Much of such research, however, either concentrates on ‘developed’ nations or takes for granted assumptions about the meaning, origins and possibilities of citizenship that might not apply in ‘developing’ countries, particularly among citizens living in conditions of marginality. This paper seeks to explore some of the limitations imposed on a global citizenship agenda by the realities of social exclusion and marginalization experienced by many ‘citizens’ of the world who, although often formally entitled to a variety of rights, are also frequently excluded from them in their daily lives. The paper will draw from ongoing research into the citizenship experiences of marginalized youth in the slums of Lima, Peru. Latin America, and Peru in particular, offer a rich point of contrast with other regions, such as Europe, in which liberal democracy and welfare state arrangements have achieved consolidation, becoming a key focus for the articulation of citizenship. The prevalence of strong forms of social exclusion, which in most cases are underscored by educational practices, have made citizenship historically weak and have brought citizenship to the fore of current debates on the development of social justice agendas in the region. Problems in this respect have become particularly challenging in a time in which neoliberal reforms have swept through many Latin American countries and appear to have redefined the grounds on which citizenship (as a category of social inclusion) is fought for. By replacing only weakly formed states with markets, excluded citizens appear to have become even more disenfranchised in their possibilities for raising social demands. Although empirically the research does not have a European dimension, the work has a clear theoretical relevance for discussions on citizenship, global citizenship and the educational demands that they raise, which are currently taking place in European academic circles. The paper will specifically explore the importance of developing what in the context of the research is being described as a ‘political-economy of citizenship’ to frame ideas on the development of global and national citizenship agendas.

The study of citizenship and marginalization on which this paper draws used a qualitative methodology consisting of interviews and focus group discussions with 30 young people living in the slums of Lima who had just recently finished school. This moment of ‘transition’ from school into post-school life was considered particularly relevant for exploring emergent meanings of citizenship through young people’s expectations and perceived limitations to their personal development. Data gathering for the study followed the principles of participative research, considered particularly appropriate for carrying out research with vulnerable or marginalized populations. Participants were not only interviewed and asked to participate in structured discussions, but were also engaged in a number of exercises whose aim was to elicit personal narratives of their experiences of citizenship and their transition to adulthood.

At the time of the Conference the study will still be ongoing although an advanced stage of data analysis will have been reached. It is expected that the discussion emerging from the paper presentation will therefore contribute to the development of initial theories and explanations.