Author Description

This book offers perspectives on how "education as we know it" is being challenged by the complexity of "nextness" that no longer allows for taking deeply grounded assumptions on the meaning of education as granted. This book interrogates ontological, ethical, and political challenges that immigrant children face. With the global situation in which more and more children are displaced, direct intergenerational transmission is broken, suspended, or complicated and made incoherent, and “things of concern” may be radically different for policymakers, for teachers, students, or their parents. Even the concept of the child as one who needs to be educated before they start participating in adult life cannot be taken for granted in this context. What needs and what can be passed on — and what is worth passing in this context? How do we conceptualize education to encounter newcomers in their realities of being both native and strange, inmate and neighbour or alien, temporal and spatial — and how do we address them all as worth of address? These questions will shine through the authors' reflections on crisis, education, and migration in the complex context of war, climatic catastrophe, displacement, hospitality and institutionalised hostility.   This book suggests significant ideas for educational theory and practice responsive to the multi-dimensional crisis of which massive migrations is the most pressing feature in school nowadays. Chapters 2,9,10, and 12 are available open access under a Creative Commons Attribution 4.0 International License via Springerlink.