In our understanding, the critical issue for this symposium is that the notion of "next generation," which legitimises pedagogical efforts of passing the world on to newcomers, needs at least a doubling gesture of complication. We should read "nextness" in temporal and spatial terms when considering who the next generation is. "Next" as typically construed in trans-generational pedagogical narratives, arrives later, but it also means "next to us", it arrives as neighbour or alien. At the same time, Edelman (2004) describes western countries as sometimes driven by a "death drive" rather than by a "reproductive futurism". With this description, the "spatial nextness" gains unprecedented weight in the dream of renewal by education. We believe that the categories of reproductive futurism and death drive proposed by Edelman in the context of queer theory can be re-contextualized fruitfully to map the terrain of refusal or procrastination of parenthood in most Western countries where young adults decide not (or not yet) having children; not only because they pursue their individual achievement, but also for ethical reasons. Having children may seem irresponsible in the world that is falling apart. We claim that "spatial nextness," concerning the newcomers from elsewhere, needs to be installed as permanent within the idea of education as renewal, as means to pass what is good in our world to those who arrive. If that renewal is to be viable, it should be conceived responsibly in response to the world driven by climatic catastrophe, wars and massive migration.

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