This panel addresses the question on conflict in the educational sphere. Leaving behind unilateral perspectives which evoke conflict as a negative situation, in this panel we present three different studies that explore educational conflicts as productive processes. From critical, poststructuralist, and new materialisms approaches, and through qualitative and ethnographic designs, we analyze the subjective and emotional overflows that different forms of educational conflict catalyze. In this sense, we take conflicts as a fruitful opportunity for educational communities to face, explicitly, the cultural and social (re)productions of  inequalities in education. Our common approach to conflict addresses different articulations of educational assemblages, in which subjects, institutions, policies, historicities and materialities produce and process conflict. Our symposium is composed of five presentations from Chile, Colombia, and Corea. This works addresses (i) the conflict ridden historical meaning-making processes of female students in a high school in Santiago during the 2018 feminist protests and their affectively charged discourses of resistance; (ii) the experiences and emotional responses of managers and teachers in schools under the menace of closure in the city of Punta Arenas; (iii) the school students’ semantics co-production of the armed conflict in Colombia and hoy they relate it to their  present civic lives and decision-making; and (iv) Discursive representations of North Korea and issues regarding conflict/unification of two Koreas in South Korean middle school social studies textbooks. Each study expects to offer a critical interpretation of the productive effects of conflict in the educational arena, articulating an approach that considers educational actors within the historicities, materialities and policy dispositions of the educational experience. The discussant Camila Moyano will connect the papers in the panel exploring the relational possibilities that emerge from conflicting  interactions between different school agents in a variety of contexts, including the digital space pertaining to her own research.

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