This article focuses on issues of childhood identity and urban environment. It discusses how a performance art pedagogy inspired by nomadic and relational aesthetics can provide a framework to promote creative learning experiences that address migratory conditions and forms of public alienation lived by young people today. As Lefebvre (1991) suggests, a group only can be recognized as distinctive from others when they have the capacity to generate space. Taking this idea as a starting point, the article holds an interdisciplinary perspective and connects ideas from fields outside art education including reconstructionist studies of childhood, contemporary aesthetics, and critical pedagogy. It studies how public places and spaces are imagined and transformed from a child-sensitive perspective, and how children are public cultural agents and creators of visual culture. This theoretical discussion is projected into the interpretation of a visual ethnographic study centered on visual strategies, field narratives, and outcomes of migrant children documenting their urban environment, El Raval Sud, an intercultural neighborhood situated in Barcelona's downtown. (Contains 3 figures.)