Multicultural education is a construct that has been very useful for many years in harboring sensitivities teachers need in addressing diverse students. Now the discipline needs refreshing. In the global society, the idea of multicultural education, a decidedly Western formation, needs to expand its conceptual boundaries. Salient issues in multicultural education such as individual identities, social justice, and equity are bedrock concerns of multicultural educators. These concepts are considered necessary but not sufficient in shaping an evolving model of multicultural education. The complexity of humans and modern and emerging societies requires a broadened scope of the understanding of contemporary multicultural theory and practice. Evolving Multicultural Education for Global Classrooms addresses multicultural education from a comprehensive viewpoint that acknowledges the historical benefit of multicultural education and recognizes a need to inform the discipline with a broader viewpoint. As most knowledge on multicultural education comes from a Western perspective and the scholarship on the topic is weakening, the chapters in this book present new practices and classroom applications that are internationally transferable. Topics covered include teacher education, social justice, educational equity and inclusion, online education, and cultural sensitivities. This book is ideally intended for teachers, educational theorists, sociologists of education, inservice and preservice teachers, administrators, teacher educators, practitioners, researchers, academicians, and students interested in a fresh global perspective on multicultural education.

The Rohingya Crisis is now in its fifth year with no end in sight. While the international community has supported the displaced Rohingyas in Bangladesh by providing humanitarian assistance, what is needed now is to investigate the short-and long-term implications of the crisis from the host country's perspective. Also, it is imperative to examine the current political situation, which was caused by the Myanmar military coup in February 2021. It has cast a dark shadow on the possibility of a negotiated repatriation. In this volume, scholars from Bangladesh and Canada have reflected upon the security situation, the pandemic's impact on the Rohingyas, inter-group conflict, environmental impact and burden sharing aspects, the informal labor situation, NGO intervention for resilience mapping, and diaspora activities. For both academics and policymakers who work in the fields of conflict resolution and peacebuilding, this book will show how not intervening early in a crisis can have long-term consequences.

Myanmar's security forces have conducted clearance operations in the Rakhine State since August 2017, driving a mass exodus of ethnic Rohingyas to neighboring Bangladesh. In The Rohingya Crisis: Analyses, Responses, and Peacebuilding Avenues, Kawser Ahmed and Helal Mohiuddin address core questions about the conflict and its global and regional significance. Ahmed and Mohiuddin identify the defining characteristics of Rohingya identity, analyze the conflict, depict the geo-economic and geo-political factors contributing to the conflict, and outline peacebuilding avenues available for conflict transformation at the macro-, meso-, and micro-level. This book is recommended for students and scholars of anthropology, sociology, peace and conflict studies, political science, and Asian studies.

This book serves as an important link between conflict resolution practice and education by providing research from the unique perspective and approach of the Arthur V. Mauro Centre for Peace and Justice, one of the world's leading academic programs for PACS research: storytelling, peacebuilding, and conflict transformation. Each chapter presents original research in critical issues in the field of PACS, and provides recent research for the future development of the field and the education of its practitioners and academics. The book has a wide audience targeting students at the undergraduate, graduate, and post-graduate levels. It also extends to those working in and leading community conflict resolution efforts as well as humanitarian aid workers. Exploring the issues facing the field provides a means by which academics, students, and practitioners can develop theory, practice, pedagogy, and methodology to confront the complexity of contemporary conflicts while expanding opportunities for future research and practice. Contributors to the book are recognized scholars and practitioners in their respective fields. The authors' take a holistic approach to the study, analysis, and resolution of conflict at the personal, interpersonal, societal and cultural levels. The book is a retrospective of the Mauro Centre and through its content, explores the roots of a major contributor to PACS scholarship. The scholarship represents those who come to the PACS field with a diversity of ideas, approaches, disciplinary roots, and topic areas, which speaks to the complexity, breadth, and depth needed to apply and take account of conflict dynamics and the goal of peace. This book reflects the unique model and approach of the Arthur V. Mauro Centre for Peace and Justice at the University of Manitoba in central Canada: conflict transformation, peacebuilding, and storytelling. Based in the doctoral theses and in celebration of the first decade of Canada's only doctoral program in PACS, this volume, co-edited by three of the graduates of the program and written by colleagues, presents and explores a number of these issues while presenting new and leading research across the broad spectrum of Peace and Conflict Studies.

Grassroots Approaches to Community-Based Peacebuilding Initiatives examines how change is affected in society by studying the experiences of community leaders involved in social activism in Winnipeg, Canada. Documenting the peace-building activities of a host of Community Based Organizations (CBOs), it explores how these activities are used strategically to impact conflict transformation related to issues such as racism, inequality, and extremism in local settings. Due to its combination of a theoretical foundation and first-hand accounts of actual peace-building projects, this book is a highly useful resource for understanding policy and praxis related to peace-building, and a significant contribution to the literature on peace and conflict studies and policy formation.

Since August 2017, the Tatmadaw, Myanmar's security forces, have conducted clearance operations in the Rakhine State, driving a mass exodus of ethnic Rohingyas to neighboring Bangladesh. In The Rohingya Crisis, Kawser Ahmed and Helal Mohiuddin address core questions about the conflict and its global-regional significance. Who are the Rohingyas and what are the main issues related to their identity? What are the root causes of the conflict? How has statelessness contributed to this genocide? What are the regional and global security ramifications of the conflict? What are the geo-economic and geo-political factors contributing to conflict? What are the perceptions of the stranded Rohingyas about their desired livelihood? What are the best ways toward safe and secure repatriation? And what are specific peacebuilding avenues available for conflict transformation at the macro-, meso-, and micro-level?

Following the launch of the global war on terror, western nations commissioned multiple community focused projects aimed at preventing terrorism and countering violent extremism. With an understanding that a comprehensive approach entails both proactive counter-radicalization measures and rehabilitation initiatives, these community-based projects typically aim to build resilience and enhance prevention capacity within specific communities. This book focuses on the perceptions and experiences of twenty-nine community-based counter-radicalization project leaders in eight western countries: the United Kingdom, the United States, Canada, Australia, Germany, Belgium, Scotland, and France. By closely examining these efforts across multiple national contexts and in diverse communities, this book examines the challenges and opportunities of community-focused projects as identified by such projects' leaders. At the book's heart are interviews about community engagement and experience from the people most closely attuned to this vital work. By highlighting the importance of listening to community members, the book offers a rare chance to directly hear community members' ideas, frustrations, and hopes.

Multicultural education is a construct that has been very useful for many years in harboring sensitivities teachers need in addressing diverse students. Now the discipline needs refreshing. In the global society, the idea of multicultural education, a decidedly Western formation, needs to expand its conceptual boundaries. Salient issues in multicultural education such as individual identities, social justice, and equity are bedrock concerns of multicultural educators. These concepts are considered necessary but not sufficient in shaping an evolving model of multicultural education. The complexity of humans and modern and emerging societies requires a broadened scope of the understanding of contemporary multicultural theory and practice. Evolving Multicultural Education for Global Classrooms addresses multicultural education from a comprehensive viewpoint that acknowledges the historical benefit of multicultural education and recognizes a need to inform the discipline with a broader viewpoint. As most knowledge on multicultural education comes from a Western perspective and the scholarship on the topic is weakening, the chapters in this book present new practices and classroom applications that are internationally transferable. Topics covered include teacher education, social justice, educational equity and inclusion, online education, and cultural sensitivities. This book is ideally intended for teachers, educational theorists, sociologists of education, inservice and preservice teachers, administrators, teacher educators, practitioners, researchers, academicians, and students interested in a fresh global perspective on multicultural education.