This
 article 
explores
 the
 formation 
of
 citizenship 
as 
social 
practice 
in 
a 
school 
in 
El 
Alto,
 Bolivia.
 I
 examine 
interactions 
between
 “banking”
 forms
 of
  education,
 students’
 responses, 
and
 embodied
 practices
 of 
belonging 
and 
political 
agency, 
and
 argue 
that t
he 
seemingly 
passive 
forms
 of 
knowledge 
transmission
 so 
criticized 
by 
critical 
pedagogy 
need 
not 
preclude 
the 
development 
of 
critical
 citizenship 
in 
young 
people.