ABSTRACT
The religious education as a subject of study, and religious education teachers as professionals with expertise in the study of religions, have a great deal to offer to overlapping fields such as multicultural/intercultural education, antiracist education and citizenship education. It is evident that cultural conditions in different countries result in different views of national identity, and this affects the ways in which multicultural societies are described. In those societies where the term 'citizenship' is not used, other elements are emphasised such as democratic values, virtues and political literacy. In Hargreaves's scheme of things, there would be religious schools and secular schools, with religious education confined to the first. Hargreaves's characterisation of the common school as secular in contrast to religious schools misunderstands the plurality of community schools. Hargreaves's views on the relationship between religious, citizenship and moral education raise the issue as to whether religious education can contribute to the dimension of values within citizenship education, or indeed values education.
