Based on 14 months of ethnographic research with primary school children and families in a bilingual Quechua-Spanish community in Ayacucho, Peru, my work examines how children use space, corporeal movements, and language to learn and shape ideas about respect and respectability that surround educational policy, classroom practice, and child rearing. In 1980, a Maoist guerilla movement called Shining Path formed in the capital of the Ayacucho Region, and over the next two decades, violently overtook Andean villages, destroying state institutions and recruiting young men to its ranks. Between guerilla forces and counterinsurgency troops, an estimated 69,000 were killed, about 75% being Quechua speaking civilians (Comisin de Verdad y Reconciliacin 2008). Nearly a decade after the conflict ended, reconciliation focuses on educating a new generation to be morally respectable, with parents, teachers, and policy makers framing aspirations for family, community, and nation in terms of aspirations for children. I use respect as an analytical category to explore behaviors and attitudes that guide children's subject formation and shape inter-personal relations. This category arises from Peruvian educational policy discourses (e.g. Lpez 2006; CVR 2008), ethnographic studies on Andean child rearing (Bolin 2006; Garca Rivera 2007), and my conversations with parents and teachers. While these actors use 'respeto' [respect] in reference to specific ideals and behaviors, the word itself is not used frequently among children, and my analytical use of respect goes beyond its verbalization to encompass children's tacit, embodied learning of moral ways of being. My findings show that children contribute to constructing their agricultural community in relation to the nation and to smaller collectivities within it, through interrelated notions of respectability and order. Respect for order is a guiding principle pervading political and communal organization of children's lives, most poignantly in school activities, but also in family and peer-organized contexts. Children also see respect as reciprocal, in that they earn respect by showing it. By respecting rules, authority, and other forms of social and moral order, children make themselves respectable members of society, with respectable defined as worthy of social inclusion. Thirdly, children see respectability as a communal endeavor, monitoring one another's respect for order so that they can earn respect collectively. Children seek to make themselves and one another respectable so that their families, community, and school will be respectable. Through these practices, children contribute to forging a sense of solidarity and distinction oriented toward collective and representative participation at multiple societal levels, ranging from their families' participation as respectable actors in communal life to their nation's participation as a respectable actor in international affairs. My talk will focus on ways in which teachers, parents, and policy makers, each in different ways, emphasize the importance of teaching children to respect social order so that they can earn respect for themselves, and by extension earn respect for their families, community, and nation.