Description: The paper shows the link between two different educational realities ( a nursery school and a youth club located in the same Tourin neighbourhood) and their territory. Both educational agencies are situated in a district at risk, characterized by a strong multiculturalism, social inequalities and crime.The ethnographic researches, on which this paper is based, are part of the respective research doctorates of the two authors (Cecilia Costa, second year; Lucia Naclerio, third year). Both researches are focused on the theme of intercultural education in a difficult multiethnic context and they have underline the links between urban anthropology and anthropology of education. For this reason, this paper explains how the intercultural issue, in both cases, is affected by educational, spatial and territorial elements. Methodology: Both researches, on which the paper is based, are still in progress and conducted with an ethnographic method. The present data are obtained after long periods of participant observation and in depth and semi-structured interviews.The choice of a qualitative method did not prevent us from using also quantitative data (G. Walford,1991) to visualize the district from a demographic and socio-economical point of view.The authors have compared the data collected in the different contexts, making them interact and considering the negative cases and the discrepancies (B. Jeffrey, 2003) as important point of view. The purpose was to underline those dynamics which are not visible at a first level of analysis. Another important element was to compare the multicultural conflict managing strategies, realized according to formal (school) and informal (youth club) ways. Conclusions: At the end of the paper we want to offer some reflections, obtained through an interdisciplinary perspective, which takes into account both anthropology of education and urban anthropology givings.We can sinthetize the present findings as follows: 1. Both educational realities, during their daily work in the intercultural education's field, actively interact with the specific context in which they are located.2. The territory influences the educational action of the mentioned institutions but, at the same time, these institutions influence the territory's dynamics with their activities.3.Both educational realities are engaged in a pedagogical challenge in the intercultural field but, at the same time, they are also engaged in an action of public recognition of their role. As the ways used by the institutions in order to succeed this target are different, we will describe these different strategies.4.Both educational realities are part of a social and territorial network that mobilizes human and economical resources aiming at re-describing the district's identity. The respective social and territorial networks, which the institutions belong to, are not completly identical.The neighbourhood's identity is the object of a persevering construction made by all the social actors and, at the same time, the district's identity changes according to the different perceptions of the individual social actors. For this reason, the two agencies' educational effort is only one of the vectors in the game: on the one hand it is strenghtened by some elements, while on the other it is obstructed.