In a recent essay entitled "Ex and the City": on cosmopolitanism, community and the "curriculum of refuge", Molly Quinn (2010) introduces her readers to a poetic exploration of cosmopolitanism and curriculum change. She begins and inconclusively ends her essay with poetic language and affirmation of cosmopolitan justice through convincing arguments in defence of a curriculum of refuge. She derives her notion of a curriculum of refuge from Derrida's (2002) idea of a "city of refuge" which builds on both an "acceptance of human vulnerability" and a capacity for "imagining community anew". For Quinn a curriculum of refuge should in fact be a haven for hospitality and multicultural, intercultural, transcultural and postcultural community, thus making room for imaginative transformation of a "not-yet", "yet-to-come" child/children-centred curriculum (Quinn 2010, 33). It is hoped that this curriculum would entertain encounters with otherness, difference and forgiveness--the latter being by far the most pronounced piece of poetic justice that a curriculum of refuge, in my mind, has to offer. In this essay I want to extend Quinn's idea of a "curriculum of refuge" to one which also connects with democratic iterations and "forgiveness of the improbable".