67 Critical Reflections on the Dominant Discourses About Integration 1 I move. From early on we are searching. All we do is crave, cry out. Do not have what we want. ( Ernst Bloch. The Principle of Hope. Oxford: Basil Blackwell, Vol. 1 (1986), pp. 21.) What we need in terms of education, is not to learn that we are citizens of the world, but that we have distinctive/separate positions in an unequal world, and to be indifferent and global on the one side, and to support our individual interests on the other, do not constitute antitheses but theses which are combined in complex ways. Some combinations are desir- able here, some no. Some are desirable here but not elsewhere, now but not then. Since we have learned this, we could start to confront successfully, from an intellectual point of view, the social reality ( Wallerstein 1999, p. 150 ) Much Too Much TalkAbout “Integration”: Strong Medicine or a Strong Narcotic for Our Societies? “Integration” is obviously a hot issue all around Europe with top priority on differ- ent agendas. Even a look in the media and/or a fast search in some of the language versions of Google combining, for example, terms like “migrants” and “integra- tion” reveal many hundreds of thousands or even millions of entries. This very fact of media and electronic manifestation could convince us that “integration” for 1 For the title I am borrowing from Christa Wolf, “Kein Ort. Nirgends” (1979, Berlin; Darmstadt). I want to thank my colleagues and friends Sofia Triliva and Kalliopi Miltsakaki for their help in making the text palatable English. Z. Bekerman, T. Geisen (eds.), International Handbook of Migration, Minorities and Education, DOI 10.1007/978-94-007-1466-3_6, © Springer Science+Business Media B.V. 2012 Chapter 6 “No Place. Nowhere” for Migrants’ Subjectivity!? Athanasios Marvakis A. Marvakis () Department of Primary Education, University Campus - Building “Tower”, Aristotle University of Thessalonica, 54124 Thessalonica, Greece e-mail: marvakis@eled.auth.gr