As a result of conflict and instability worldwide, Europe and North America have experienced a higher influx of refugees recently. While the United States (US) has been the leading country for refugee resettlement historically, Germany has recently become host to a large number of these individuals. To aid in coping with their arrival, international organizations advocate using education, which provides necessary skills and knowledge for participation in society, as a panacea or solution to integrate refugee students. Influenced by international organizations and scripts framing education as a solution to achieve integration, countries have put forth different education policies and practices as they work to achieve varying goals for integration. This study examines how differences in integration objectives become evident in education policies and practices for refugees in Germany and the US. In Germany, social integration, particularly through German language acquisition, is the primary integration objective, while in the US, achievement of economic integration is the primary focus. Using a comparative qualitative case study approach, education policies and practices in each are considered according to economic, social, political, and cultural factors to examine the influence of these different integration objectives on what is advocated.

DOI: 10.4324/9780429433719-2

ISBN: 9780429782824, 9781138359499