While educational systems have been governed by the policies of the nation-state and have been contained within state borders, the transformations brought about by the economic, social, and political repercussions of globalization have added layers of complexity to issues in education.1 This is true in particular of agrarian communities, such as Villa Juarez, San Luis Potosi, Mexico. National educational policies have led to new challenges in agrarian societies as they undergo not only in exchanges of ideas across borders but the movement of populations that have led to international and national demographic shifts. One of the main issues that this research will investigate is the relationship between education and migration, and whether the changing conditions of that rural setting have had any effect on how locals perceive the purpose of education.