This symposium engages with different perspectives on the arrival of persons seeking refuge, especially in relation to educational responses. Together, we seek to establish what we frame as post-refugee-discourse in education. Our aim is look beyond reductive accounts of the refuge experience as we focus on the educational experiences of newly arrived persons that range from inclusion, integration, and assimilation. In this way we attempt to give light to personal struggles in the context of education and through the lens of Arendt’s (1984) concepts of paria and parvenu. The contributions deal with meaning of the arrival process itself and focus especially on what happens thereafter in educational terms. On the one hand, there is a political demand for “integration”, often associated with a “successful integration” and measured in terms of education achievement and participation in the labour market. On the other hand, the temporal dimensions of the process of arriving can be understood in more relative terms, incorporating experiences of both inclusion and exclusion. Our different papers offer distinct philosophical and empirical perspectives on the arriving process in order to raise critical questions relating to: the relationship between educational aspirations and adequate provision; accreditation and inclusion; and, the possibilities for and of a new, post-refugee discourse in education.

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