The Rohingya refugee crisis is a humanitarian disaster with over 740,000 Rohingya leaving their homes in Rakhine State, Myanmar, since August 2017. In the process of this mass exodus, thousands have been brutally murdered and terrorized through a campaign of physical attacks by the Myanmar state including murder, beatings and mutilations; mass gang rape and sexual slavery of women and girls; and the burning of entire villages. The victims have been men, women, and children who were targeted because they belonged to a Muslim minority ethnic group. The crisis has been recognized as genocide by officials from several countries including Canada, France, Gambia, Malaysia, Pakistan, Philippines, and Turkey. Furthermore, a recent ruling by the International Court of Justice (ICJ) ordered Myanmar to take all necessary measures to prevent the genocide of the Rohingya. The genocide of the Rohingya has resulted in a massive number of refugees fleeing to Bangladesh, with 1.1 million of an estimated 2.4 million Rohingya across the world currently encamped there. This crisis has led to questions about how the basic needs of these refugees are being met and if there is any possibility for a life beyond the refugee camps through educational programming. This study explores the educational realities of Rohingya refugees through a process of open-ended and semi-structured interviews of aid workers and educators working in the Kutupalong refugee camp in Bangladesh. Through examining the educational programming in these camps, this article aims to better understand the educational opportunities for social mobility, identity preservation, and the availability of religious instruction to the Rohingya. The findings of this study suggest that religious instruction centers may serve to improve gender- based educational gaps for adolescent Rohingya women.

The concept of “tolerance” has been thoroughly promoted within educational settings in light of the increasing need to foster co-existence and to nurture peaceful climates in societies. The United Arab Emirates (UAE) Islamic education curriculum promotes the notion of tolerance as a core tenant across different grade levels. However, there is a gap in the literature investigating the approach and conceptualization of tolerance in UAE Islamic education curricula. This study employed qualitative content analysis of grade 10–12 textbooks to understand how the concept of tolerance is promoted and to identify the opportunities and gaps in teaching tolerance through these texts. The notion of tolerance in these texts was discussed through the themes of civic engagement, critical thinking, acceptance of multiplicity, justice and equity, protection from extremism, and compassion for humans. This study identified gaps in addressing tolerance and suggested other concepts that could further supplement the Islamic education program to more thoroughly address the notion of tolerance. This study argues that teaching tolerance through religious-based instruction may facilitate an exploration of effective tolerance inculcation approaches that provide insights into the field of tolerance education at large.

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