This chapter begins with an overview of the context of the movement of people across borders, the notion of a refugee ‘crisis’ in Europe and the political responses to this. Despite hostile and complicated bureaucratic barriers, people still seek refuge in destinations far from their starting points. Often, for young people this is due to the pull of education. This is illustrated in the chapter by Ammar’s story of his perilous journey and his commitment to continuing his education whilst on the move and then in his resettlement context. The chapter then presents a discussion of key voices within the field of refugee education and introduces the concept of the right to education for all as a moral imperative. The second half of the chapter introduces the first of the two theoretical framings for the book, Ravi Kohli’s notion of the ‘resumption of an ordinary life’. Kohli’s three concepts of ‘safety’, ‘belonging’ and ‘success’ are adapted to develop an inclusive model of education which meets the needs of all children, including those from refugee and asylum-seeking backgrounds. The chapter concludes that the realisation of Kohli’s operational model in education is contingent on a socially just moral framing and paves the way for the next chapter and the focus on the work of Nancy Fraser.

DOI: 10.4324/9780429263811-3

ISBN: 9780429263811