Although the United States resettles more refugee students than any other country, little research examines the ways that schools in the United States prepare these students to participate in their political community. At the same time, a growing number of schools serving refugee students are adopting curricula with a global focus. This research is a comparative case study of schooling for sixth-grade refugee students at two publicly-funded schools that emphasize global education. I addressed the following questions: 1) How does the implemented curriculum, including content, pedagogy, and climate, educate students for citizenship? 2) What are students taught about different levels of affinity? 3) What are students taught about citizenship as status, practice, and feeling? 4) How are citizenship, literacy, and the use of English connected within these classrooms? 5) What does citizenship mean to refugee youth in these schools? This study drew on data from classroom observations, interviews with teachers and administrators, and focus groups with students to create descriptive profiles of classrooms and schools. At one school, content was both multicultural and comparative; pedagogy included students making connections between the content, themselves, and other students; and both teachers and students expressed feeling "at home" in the school. The discourse in social studies class focused on comparative national practice, and the teacher and teaching assistant encouraged students' development of transnational identities. At the other school, content, pedagogy, and climate varied among specific settings. School-wide activities involved global content and endorsed global citizenship, but did not incorporate refugee students' perspectives. In social studies class, although students learned about different countries, the teacher continually emphasized the perspective of "us Americans" and taught through lecture. Overall, findings from this study suggest that although schools can educate students for inclusive citizenship, global education initiatives do not always translate into classroom pedagogy that is responsive to the needs of refugee students. This work suggests that international education can be responsive or exclusive, and that practices vary at the school and classroom levels. I argue that schools working with refugee students should consider how they institutionalize the dimensions of care as they implement a global curriculum. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]