Abstract

This paper will provide a voice to those cities previously neglected in the literature through a historical comparative analysis addressing the education of immigrants in Newcastle-upon-Tyne and Bremen from the 1960s to the 1980s. It will highlight the holistic ramifications of Britain and West Germany’s two different immigration processes through an investigation of the correlation between national immigration legislation and local education policy. Its comparative nature will uncover the consequences of organic and artificial immigration in the long durée, and the benefits and disadvantages of centralised and federal administrations. The manner in which these immigrants became the recipients of changing policies will be conveyed, as well as two cities’ attempts to address the cultural and social differences in the process of learning.