‘Lived and taught interculturality’: Reflections on conviviality relations and integration in educational environments in Spain (Granada) and Portugal (Lisbon)

Granada and Lisbon, cities defined as ‘super-diverse’, host dynamics of exchange and interactions among sociocultural groups that go beyond mere coexistence. Educational environments (both formal and informal) host these aforementioned relationships especially among teenagers. Adolescents represent a significant social group as the ‘subjects/objects’ of public interventions through intercultural programmes and are protagonists of daily intercultural dialogues. In this article, we approach these ideas through the concept of conviviality. We comparatively analyse the indicators from the Migrant Integration Policy Index (MIPEX), a policy instrument-tool, applied in the education field and the data obtained through ethnographic research carried out in educational environments in Granada and Lisbon in specific programmes targeting adolescents and youth. Through this analysis we unveil the gaps of migration integration indexes such as MIPEX in the field of integration in education, compared with an ethnographic assessment of intercultural relations on how youngsters live and learn interculturality.