11/05/2026
How do you design pedagogy in the midst of a violence crisis?
Since the capture of cartel kingpin Ismael “El Mayo” Zambada in September 2024, over 6,000 people have been killed or forcibly disappeared in , Mexico. Last week, the Corioli Institute joined a strategic conversation convened by the Universidad Católica de Culiacán (UCC) and the Diocese of Culiacán on the future of education in the state.
The central question was what kind of learning environment can help young people build agency, belonging, and practical capacities when violence has reshaped daily life. A few methodological takeaways stood out:
📍 Start with the lived context. Curriculum design has to account for how insecurity affects attendance, trust, family economies, mobility, and students’ sense of future.
🧭 Build capabilities, rather than just credentials. The question is not only whether students complete a program, but whether they develop the capacity to act, collaborate, adapt, and sustain themselves under adverse conditions.
🤝 Make pedagogy participatory. Students should not only receive knowledge; they should help shape the questions, problems, and forms of applied learning that matter in their own environment.
🏫 Treat belonging as prevention infrastructure. A school can become a counterweight to recruitment pressures when it offers safety, recognition, peer connection, and a credible path forward.
🔁 Design for practice, feedback, and iteration. In crisis settings, learning has to move between classroom, community, reflection, and action.
We are excited to help shape debates at the intersection of and ; the careful design of institutions that help people imagine and build alternatives under conditions where alternatives can feel scarce. Building these institutions works best through multisectoral engagement, which is why we are grateful to UCC and the Diocese of Culiacán for hosting this timely conversation. 🐺🌱