Reflections are primarily based on experiences and findings in an action group Let´s Work Together, which has been joining staff and students from University of Tampere, staffs in regional adult and vocational institutions, reception centres, NGOs and public bodies, and refugees themselves, since late autumn 2015. The empirical material consists of a) documents from activities (such as course reports and learning diaries, plans, memos, correspondence), b) interviews on key actors about the response to the ´refugee challenge´ mainly from the perspective of university (Peltonen 2016), c) Master´s thesis researches focusing on different aspects of the challenge. References are also made to findings in other national and international experiments and projects.

A few preliminary arguments based on findings • the refugee is an anomaly in well-functioning Nordic democracy, and should be first defined and controlled by (state) authorities -> educational institutions should not take initiative without official (legal) guidelines and targeted resources, obedience as an apology for remaining silent and inactive • staffs and students in educational institutions are free to participate in volunteer activities as individuals privately -> actual power structures and deceptiveness of autonomy and ownership among staff and students becomes revealed • the rights of regular students in educational institutions should be prioritized -> potential of misconduct which may lead to official charges • refugees, especially without residence permission/asylum status, should not receive exceptional support or positive signals in educational institutions -> nationalism/EU-Europeanism • educational institutions could and should use the opportunity to pool the excellence among refugees, to select individuals to be skilled and qualified to sectors in demand of labour-force -> justification of exceptional measures through business-economic competitiveness • the opening of educational institutions (especially academy) is conceived oppositional to their cognitive, theoretical mission -> critical thinking, knowledge-creation and argumentation does not require from encounters with anomalies, or rather is disturbed or endangered In conclusion, I am discussing, how the ‘refugee crisis’ might be considered as necessary and constructive incident, which enables and forces educational institutions to spell out and revise the values underlying their policies, practices and conceptions of mobility, multi-culturalism and trans-nationalism, of educational opportunities and rights, and of civic and human rights and responsibilities.