This volume explores the shared expectations that education is a panacea for the difficulties that refugees and their receiving countries face. This book investigates the ways in which education is both a dream solution as well as a contested landscape for refugee families and students. Using comparative, cross-national perspectives across five continents, the editors and contributors critically analyze the educational structures, policies, and practices intended to support refugee youth transition from conflict and post-conflict zones to mainstream classrooms and schools in their new communities. Following the introduction, "The Contested Expectations of Education as a Panacea for Refugee Transitions" by Alexander W. Wiseman, Lisa Damaschke-Deitrick, Ericka Galegher, and Maureen F. Park, this book contains the following chapters: (1) Education as a Panacea for Refugee Integration? Evidence from Germany and the United States (Lisa Damaschke-Deitrick and Elizabeth Bruce); (2) The Educational Response to Syrian Displacement: A Professionalizing Field in a Politicized Environment (Elizabeth Buckner and Mozynah Nofal); (3) Teacher Preparation, Classroom Pedagogy, and the Refugee Crisis in National Education Systems (Alexander W. Wiseman and Ericka Galegher); (4) Creating a Refugee Space in the Canadian School Context: The Approach of an Inclusive Society (Ratna Ghosh, Domenique Sherab, Maihemuti Dilimulati, and Narjes Hashemi); (5) A Comparative Policy Analysis of the Comprehensive Refugee Response Framework in Uganda and Kenya (Tshegofatso Thulare, Christin Spoolstra, Eileen Dombrowski, Rachel Jordan, and Rehemah Nabacwa); (6) Female Refugees Transitions into Higher Education: Comparative Perspectives from Germany, Egypt, and Kyrgyzstan (Lisa Damaschke-Deitrick, Ericka Galegher, and Maureen F. Park); (7) Emergency Education for Rohingya Refugee Children in Bangladesh: An Analysis of the Policies, Practices, and Limitations (Mahbub Alam Prodip and Johanna Garnett); (8) Immigrant Latina Youth and their Education Experience in the United States (Gabrielle Oliveira and Mariana Lima Becker); (9) Teacher Professional Development in Crisis Contexts: Teachers' Reflections and Stories of Change in Kakuma Refugee Camp (Mary Mendenhall, Arianna Pacifico, and Shenshen Hu); and (10) "Whose Knowledge?" Putting Politics back into Curriculum Choices for Refugees (Jo Kelcey).