Multi-faith religious education: a theoretical and practical conundrum

This chapter examines the theoretical and practical conundrum inherent in multi-faith religious education. Drawing on practical teacher/researcher experience and extant research, it problematises understandings of multi-faith religious education. It demonstrates how the epistemological hegemony in power structures on the interface between ‘majoritised’ and ‘minoritised’ religions legitimises and delegitimises religion in education. Existing on an exclusion-inclusion continuum this state of affairs frustrates the ideals of positive religious pluralism to which contemporary societies aim to replicate in education. This is because ‘texts’ (policy guidance, curriculum and textbooks) and classroom discourse in religious education are premised on ‘selective tradition’ and ‘limited pluralism’. If multi-faith religious education is to facilitate a truly transformational experience for children from diverse religious backgrounds (and none), then it must be conceptualised and actualised within a rights-based inclusive agenda.