ABSTRACT
This chapter discusses the agency of pupils in relation to religious education and considers epistemological, political and ethical foundations of pluralistic approaches to the subject. It describes issues of general school policy and, with some reference to international projects, the role of Religious Education in promoting social cohesion. A discussion of patterns of civil religion in relation to religious education follows, leading to a final consideration of ways in which law and policy might develop in England and Wales in support of a pluralistic religious education. The religious literacy, interpretive and dialogical approaches to religious education are not neutral. They acknowledge the inevitable influence of plurality upon young people, and help them to engage with it. Whether in response to terrorism or social fragmentation or in promoting education in human rights, there is strong international interest in bringing the dimension of religious diversity to education.
