ABSTRACT
This chapter analyses processes of inclusion and exclusion of young refugees in two urban centres: Munich and Toronto within these two school settings. Due to the current lack of knowledge, the study employed a qualitative and explorative research design, based on responsive interviews in both research sites. Structures and processes of inclusion and exclusion are reconstructed through qualitative content analysis. Results show that the schooling of young refugees in Munich takes place mainly in programmes and courses, especially targeting this group, while Toronto high schools apply open membership criteria with regard to age, performance level, and linguistic and literacy skills. However, risks of exclusion arise in both sites through bureaucratic routines and for young asylum seekers through the overlap between restrictive asylum procedures and educational biographies.
