Despite the spatial turn in education, there has been growing scholarly interest in time and temporality during the last decade, which has become ever more relevant with the introduction of neoliberal educational policies. Recently, many scholars have criticized neoliberal rationalities which involve 'time compression' and require the delivery of learning 'content' in small chunks and quantifiable time units (Hartman and Darab 2012, 56) aimed at standardization and accountability (Chitpin and Portelli 2019). Neoliberal governmentality leads to the transformation of organizations along entrepreneurial logics and goes hand in hand with a "renaissance of contractualism" (Dzierzbicka 2006). Scholars have argued that neoliberal education policies imply a marginalization of policies and practices which advocate social justice and equity (Grimaldi 2012), and that they appropriate the social justice discourse to motivate reforms (Bale 2019). This paper reflects the ways in which temporalities, more concretely, forms of acceleration (Rosa 2009), are relevant for pedagogical practice and reflection in educational organizations. The paper is informed by theories which share an interest in time and temporality, such as educational theory and philosophy (Masschelein and Simons 2015) and sociology (Rosa 2009). Furthermore, it is embedded in the broader framework of an ethnographical research project conducted between 2017 and 2019 in Austria (authors 2020), which aimed at reconstructing biographical experiences and competences of refugee students and included five narrative interviews with teachers and a school social worker with whom we collaborated within the research project. The paper will unfold as follows: First, I introduce temporality as fundamental for understanding educational processes and practices. Second, I reflect on the relevance of time in relation to the methodological framework in the research with refugee students and reconstruct the relevance of speed expectations in the research cooperation. Third, I analyze interview data generated in this project: I focus on the underorganization caused by the organizational speed and address pedagogical dilemmas arising from different (organizational and biographical) conceptions of time. The concluding section addresses the consequences of acceleration in the implementation of segregated schooling for refugee students in neoliberal migration societies: It considers the roles of organizational temporalities and biographical time structures in educational settings. Moreover, it raises ethical questions in organizations and methodological questions about temporalities in research. The analysis aims at revealing the coexistence of multiple temporalities in educational organizations and the challenges in making sense of and acting upon them.

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