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The identities of Muslim women tend to be essentialized into binaries of what she is and what she ought to be (Golnaraghi & Dye, 2016). For far too long Muslim women’s voices in North America have been marginalized by hegemonic Orientalist (Said, 1978) and traditionalist (Clarke, 2003) Islamic discourses. When it comes to issues of agency, empowerment, and self-expression, it is either imposed by Western ideals or regulated by traditionalist politics of Islam (Zine, 2006). As such, Muslim women activists must engage and negotiate within the dual and narrow oppressions of Orientalist and traditionalist Islamic representations of her (Khan, 1998; Zine, 2006). Given the scarcity of space provided in print media (Golnaraghi & Dye, 2016; Golnaraghi & Mills, 2013) for Muslim women to construct, appropriate, and remake their own identities, some have turned to social media to challenge these dichotomies through activism and resistance. Such a space is necessary in order to recover, resurface, and reauthorize the hybrid voices, experiences, and identities of the Muslim woman on their own terms in order to challenge hegemonic discourse. Highlighting the nuances of feminist activism, particularly that of Muslim postcolonial feminists that can make a difference to Critical Management Studies (CMS) as a community concerned with social justice and challenging marginalization and oppression. The “Somewhere in America #Mipsterz” (Muslim hipsters) video launched in 2013, the site for our critical discourse analysis, is one case where this resistance can be seen, showcasing fashionable veiled Muslim women artistically expressing themselves to the beats of Jay Z.

The US fossil fuel industry is vulnerable to opposition from other sectors of the ruling class. Non-fossil fuel capitalists might conclude that climate breakdown jeopardizes their interests. State actors such as judges, regulators, and politicians may come to the same conclusion. However, these other elite actors are unlikely to take concerted collective action against fossil fuels in the absence of growing disruption by grassroots activists. Drawing from the history of the Obama, Trump, and Biden presidencies, I analyze the forces determining government climate policies and private-sector investments. I focus on how the climate and Indigenous movements have begun to force changes in the behavior of certain ruling-class interests. Of particular importance is these movements' progress in two areas: eroding the financial sector's willingness to fund and insure fossil fuels, and influencing judges and regulators to take actions that further undermine investors' confidence in fossil fuels. Our future hinges largely on whether the movements can build on these victories while expanding their base within labor unions and other strategically positioned sectors.

The world is changing rapidly and unexpectedly. COVID-19 is a warning sign that future generations need to be prepared for the volatile, uncertain, complex and ambiguous (VUCA) world where more complex situations remain to be seen. Students from all walks of life should have equal access to quality education that can equip them with skills to cope with new challenges. Although the inclusion of students with special needs in Thailand has allowed them to have academic and social interaction with non-special needs students in higher education institutions, little is known regarding how COVID-19 has impacted them and how they have navigated online learning. What are the learning challenges that college students with special needs face? Digital learning in response to the COVID-19 pandemic can be an even more significant challenge for students with special needs. However, some of them may feel online learning is a lifeline and a nice learning accommodation. Is it possible that they may want to continue to stay in remote accommodations, even if face-to-face classes resume? Would any of the practices return to normal and be fruitful for the VUCA world? Using data collected through in-depth interviews, this chapter identifies learning challenges confronting special-needs college students through the lens of a right-based approach and how inclusive digital learning can turn these challenges into opportunities and help these students flourish in a VUCA future. This chapter begins with a brief historical background of inclusive education policy in Thailand's higher education institutions. The chapter then, using a case study of KU, Thailand, identifies and discusses existing challenges and problems currently facing special needs learners and analyses how universities can help them to deal with and overcome such challenges. Finally, the chapter discusses the opportunities and challenges of how inclusive digital learning can play a pivotal role in elevating the learning experience and outcomes of Thai college students with special needs in the VUCA World.