A newborn child enters a pre-existing order, an order established and maintained by the previous generations. Yet, some children accept, while others reject the familial and/or societal rules. This phenomenon prompted Lippitz to ask, “Does the interrelationship of successive generations follow a measure of continuity, or is the intergenerational process principally of discontinuity?” (Phenomenol Pract 1(1):90, 2007, original emphasis). This chapter explores the intergenerational processes from a generative phenomenological perspective that understands the constitutional significance of a “generation gap” as a kind of alienness in a generative home (Steinbock AJ, Home and beyond: generative phenomenology after Husserl. Northwestern University Press, 1995, p. 230). This chapter focuses on immigrant children’s encounters with the alien world of school in their host country. This exploration builds on Lippitz’s notion of education as being “thoroughly interpenetrated by foreignness” (Phenomenol Pract 1(1):78, 2007). This chapter asks: If the experience of schooling can be described as a “foreign imposition” on all children that results in their becoming cultural hybrids, how is this different for children who are (im)migrants or newcomers to the school? Particularly important for our understanding of the relationship between home and alien is Steinbock’s (Home and beyond: generative phenomenology after Husserl. Northwestern University Press, 1995) description of this relationship as liminal, that is, that home and alien are formed by being mutually delimiting as home and as alien, as normal and abnormal.