Social Exclusion of Muslim Youth in Flemish‐ and French‐Speaking Belgian Schools

This article examines how Belgian "concentration" schools, schools with heavy concentrations of non-European Union, typically Muslim, immigrants, challenge educators and policy makers. To situate this challenge properly, the article considers the broader Belgian social and political context, including regional governmental responses to the perceived "problem" of concentration schools, the role of parental involvement, and the expectations of teachers. These considerations will clarify the structural arrangements that exist prior to any assessment of Muslim children per se.