Paul Thomas is a Professor in the Faculty of Humanities, Sports and Educational Science at University of South-Eastern Norway. He holds a PhD from King's College London, UK, emphasizing the Creation-Evolution debate from an Islamic perspective. Dr. Thomas teaches learning theories, multicultural education, and supervises postgraduate students. He co-leads the "Minorities and Education" research group and has published works addressing racism and diversity in education.Selma Dzemidzic Kristiansen is an Associate Professor in the Faculty of Humanities, Sports and Educational Science at University of South-Eastern Norway. She holds a PhD in Pedagogy, focusing on cooperative learning within the PEDRES program. Her teaching responsibilities are at the master's level of the Norwegian teacher education program, where she explores various aspects of pedagogy, including inclusive education. Selma has published works on cooperative learning, contributing to educational practices.Jocelyne Von Hof is an Assistant Professor of Pedagogy, at University of South-Eastern Norway specializing in the practices of educators in multilingual settings, with a focus on including minority language-speaking children. Her research highlights the importance of valuing language proficiency to create supportive learning environments. Von Hof emphasizes inclusive practices that prioritize cultural identity and linguistic diversity, significantly contributing to promoting equity and understanding in diverse educational contexts.

• Introduction.- Part One: 1. Pride and Prejudice in a “Ghetto” School in Oslo.- 2. Stigma to Empowerment in Schools.- 3. Beyond Sarees and Samosas: Authentic Multicultural Education.- 4. Beyond Belly Dancing: Uncovering Muslim Legacy in Education.- 5. The N-Word Dilemma in Segregated Schools.- Part Two: 6. Tagore’s Kabuliwala: Lost Connections in Segregated Schools.- 7. Bantustans in Norwegian Education.- 8. Sleepwalking into segregation?.- 9. Be longing to belong.- 10. Soul and School: The Pulse of Islam in the City.- Part Three: 11. Between Labels and Legacies: The Dilemma of Whiteness.- 12. The Network Society: A Double-Edged Sword.- 13. Evolving Hybrid Identities: A Call for Patience.- 14. Rethinking Teachers’ Roles in Segregated Schools.- Part Four: 15. Populist Rhetoric and School Segregation.- 16. Blurring Lines: Kandinsky, Chagall, Immigration & Populism.- 17. Blame and Divide: The Populist Playbook.- 18. Populist Grievances: Neoliberal Roots.- Conclusion.

Paul Thomas is a Professor in the Faculty of Humanities, Sports and Educational Science at University of South-Eastern Norway. He holds a PhD from King's College London, UK, emphasizing the Creation-Evolution debate from an Islamic perspective. Dr. Thomas teaches learning theories, multicultural education, and supervises postgraduate students. He co-leads the "Minorities and Education" research group and has published works addressing racism and diversity in education.Selma Dzemidzic Kristiansen is an Associate Professor in the Faculty of Humanities, Sports and Educational Science at University of South-Eastern Norway. She holds a PhD in Pedagogy, focusing on cooperative learning within the PEDRES program. Her teaching responsibilities are at the master's level of the Norwegian teacher education program, where she explores various aspects of pedagogy, including inclusive education. Selma has published works on cooperative learning, contributing to educational practices.Jocelyne Von Hof is an Assistant Professor of Pedagogy, at University of South-Eastern Norway specializing in the practices of educators in multilingual settings, with a focus on including minority language-speaking children. Her research highlights the importance of valuing language proficiency to create supportive learning environments. Von Hof emphasizes inclusive practices that prioritize cultural identity and linguistic diversity, significantly contributing to promoting equity and understanding in diverse educational contexts.

• Introduction.- Part One: 1. Pride and Prejudice in a “Ghetto” School in Oslo.- 2. Stigma to Empowerment in Schools.- 3. Beyond Sarees and Samosas: Authentic Multicultural Education.- 4. Beyond Belly Dancing: Uncovering Muslim Legacy in Education.- 5. The N-Word Dilemma in Segregated Schools.- Part Two: 6. Tagore’s Kabuliwala: Lost Connections in Segregated Schools.- 7. Bantustans in Norwegian Education.- 8. Sleepwalking into segregation?.- 9. Be longing to belong.- 10. Soul and School: The Pulse of Islam in the City.- Part Three: 11. Between Labels and Legacies: The Dilemma of Whiteness.- 12. The Network Society: A Double-Edged Sword.- 13. Evolving Hybrid Identities: A Call for Patience.- 14. Rethinking Teachers’ Roles in Segregated Schools.- Part Four: 15. Populist Rhetoric and School Segregation.- 16. Blurring Lines: Kandinsky, Chagall, Immigration & Populism.- 17. Blame and Divide: The Populist Playbook.- 18. Populist Grievances: Neoliberal Roots.- Conclusion.

Paul Thomas is a Professor in the Faculty of Humanities, Sports and Educational Science at University of South-Eastern Norway. He holds a PhD from King's College London, UK, emphasizing the Creation-Evolution debate from an Islamic perspective. Dr. Thomas teaches learning theories, multicultural education, and supervises postgraduate students. He co-leads the "Minorities and Education" research group and has published works addressing racism and diversity in education.Selma Dzemidzic Kristiansen is an Associate Professor in the Faculty of Humanities, Sports and Educational Science at University of South-Eastern Norway. She holds a PhD in Pedagogy, focusing on cooperative learning within the PEDRES program. Her teaching responsibilities are at the master's level of the Norwegian teacher education program, where she explores various aspects of pedagogy, including inclusive education. Selma has published works on cooperative learning, contributing to educational practices.Jocelyne Von Hof is an Assistant Professor of Pedagogy, at University of South-Eastern Norway specializing in the practices of educators in multilingual settings, with a focus on including minority language-speaking children. Her research highlights the importance of valuing language proficiency to create supportive learning environments. Von Hof emphasizes inclusive practices that prioritize cultural identity and linguistic diversity, significantly contributing to promoting equity and understanding in diverse educational contexts.

• Introduction.- Part One: 1. Pride and Prejudice in a “Ghetto” School in Oslo.- 2. Stigma to Empowerment in Schools.- 3. Beyond Sarees and Samosas: Authentic Multicultural Education.- 4. Beyond Belly Dancing: Uncovering Muslim Legacy in Education.- 5. The N-Word Dilemma in Segregated Schools.- Part Two: 6. Tagore’s Kabuliwala: Lost Connections in Segregated Schools.- 7. Bantustans in Norwegian Education.- 8. Sleepwalking into segregation?.- 9. Be longing to belong.- 10. Soul and School: The Pulse of Islam in the City.- Part Three: 11. Between Labels and Legacies: The Dilemma of Whiteness.- 12. The Network Society: A Double-Edged Sword.- 13. Evolving Hybrid Identities: A Call for Patience.- 14. Rethinking Teachers’ Roles in Segregated Schools.- Part Four: 15. Populist Rhetoric and School Segregation.- 16. Blurring Lines: Kandinsky, Chagall, Immigration & Populism.- 17. Blame and Divide: The Populist Playbook.- 18. Populist Grievances: Neoliberal Roots.- Conclusion.