Among educational theorist there is a growing tendency to define education in terms of intergenerational relation (cf. Arendt 1961; Mollenhauer 2013). Education is about introducing the new generation into the 'old world'. This assumes that the young and the adult inhabit one common world and possess a shared cultural background: children are always our children. In our contribution, we want to focus on how the climate and migration crisis challenges this view. One circumstance that has changed is the increasing number of children in our day that are forced into migration, and that therefore arrive from a different cultural background: they are not our children in a strong sense, and yet they are children that require education. We first analyze the most common responses to this new condition: one – heavily criticized today – guided by the concepts of inclusion and integration, and the other – as a reaction to the first – taking respect to the absolute otherness of migrant children as a principle, hence calling for an attitude of unconditional hospitality (Derrida 2000). We want to develop a third answer in this contribution, drawing from Latour's (2018) and Nail (2015) work. Both claim, for different reasons, that we are all migrants: for Nail this has always been the case (even if this remained unnoticed until now), whereas for Latour the climate crisis has forced us to come and see that there is not enough soil left and that there is no 'place to land'. Today, we are all radically homeless. If this is the case, the issue of what it means to relate to the next generation needs to be reconsidered substantially: what does it mean to welcome children and introduce them to the common world when also the generation of adults is not at home in the world? We argue that a more meaningful response consists of moving beyond the paradigms of inclusion/integration and hospitality into the direction of an education that testifies to an attitude of generosity vis-à-vis the newcomers in our world (Cf. Visker 1994). When faced with a generalized condition of homelessness, the old and the coming generation, teachers and students, are free to focus on what presents itself hic et nunc. This means that children appear first of all as new - rather than as other – in a world that invites study.

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