ABSTRACT
This chapter presents a discussion about Halimah, a citizen of multi-faith Mauritius, where the Constitution respects and protects ethno-religious diversity and where people of different ethno-religious communities have co-existed in relative peace and harmony since independence. It reports on a case study of one child's choice and use of meaning-making resources available to her, during a specific time span-March to June 2013, time during which she prepared for, rehearsed and participated in the school play. The chapter reveals the ways in which Halimah draws upon the multimodal resources available to her within the various spaces she inhabits to make sense of, to navigate herself in a mixed faith context. It shows how Halimah compartmentalises her social and literacy behaviours, learning to navigate multiple social identities in order to be socially accepted as a Mauritian Muslim destined to live in a multi-faith society and in a mixed faith context.
