 Multicultural education, now I even prefer to call it intercultural education, it takes different forms, it must take different forms. Although the principles are the same, the forms must be contextualized to the local communities. So in terms of Burundi, I continually argue that intercultural education must open spaces for honest, candid, interethnic, interregional, broadly defined intergroup dialogue. People have to have space, intercultural education has to open those spaces through schools, through community dialogues, through political dialogues where people can voice their experiences. Intercultural education also has to open spaces where people can feel safe to share the narratives. Everybody has a story in Burundi, and no form of multicultural education or intercultural education will be impactful if people are not allowed the opportunities to share their narratives and to allow them to understand each other's narratives and to validate them. Because runner-up people tend to defend themselves. I say, hey, I suffered, you know, your people did this to me, oh, I suffered too, but it's like the voices are crossing each other, and no one is listening because the space has not been structured to facilitate listening and validation. So I would say through schools, whatever faith people, faith groups, faith communities, clergy and all kinds of faith leaders have been instrumental in the peace process and they have to be an integral part of the reconstruction process to foster dialogue in regular community meetings. So my view of introducing intercultural education in Burundi goes beyond the formal education because only a small fraction of the Burundians are actually involved in the formal schooling process. So it has to be multi-dimensional.