Refugee students’ education is disrupted by multiple spatial and temporal transitions – no matter where they come from, where they go, and what cause their forced migration. The first major disruption occurs with their flight from origin countries due to security or other reasons. The COVID-19 pandemic led to another dramatic disruption with a heightened risk of weakening hard-earned progress. This chapter examines an example of post-migration education opportunities for urban refugee students across two monolingual contexts at two critical junctures from their arrival in the destination countries to the COVID-19 outbreak. It discusses the readiness and responsiveness of Turkish and German education systems by examining the instances and consequences of disruption in refugee students’ education in İstanbul and Hamburg. A multiple case study design with critical policy analysis (CPA) was used. In addition to the available national statistics, empirical data drew on semi-structured in-depth interviews with refugee students and teachers. The background section maps out the trajectory of refugee education with a synthesis of the formal educational policies in Turkey and Germany toward the inclusion of refugee students into public schools. The findings first elaborate on the readiness of the Turkish and German contexts and a scoping review of the literature on the major issues in both settings. The second part explores the responsiveness of both education systems to refugee children’s education during the COVID-19 pandemic in both cases, namely, in İstanbul and Hamburg.

Atmacasoy, A., Akar, H. and Gogolin, I. (2023), "Building Responsive Education Systems Toward Multiple Disruptions in Refugee Education: Turkey and Germany as Cases", Wiseman, A.W. and Damaschke-Deitrick, L. (Ed.) Education for Refugees and Forced (Im)Migrants Across Time and Context (International Perspectives on Education and Society, Vol. 45), Emerald Publishing Limited, Bingley, pp. 155-176. https://doi.org/10.1108/S1479-367920230000045009