This article examines the lives of three transnational second-generation immigrant Latinas who reside in urban centers in California and maintain close ties to Mexico. Drawing from a participatory research and ethnographic study, I provide evidence of the out-of-school learning that they experience and how this shapes their notions of global citizenship. Although schools have begun to slowly recognize transnational immigrant students, many urban educators whose cities are palpably transformed by immigrants have not fully connected the promise of such a global lifestyle and its potential for instruction in the classroom.
