ABSTRACT
This chapter traces the history of the role of the teacher in teaching cultural understanding in the context of British education and its application in the former colonial context. In particular, it discusses the general association between religion and the role of the teacher, and the implications for this association for the teaching of cultural understanding over time. In line with the highly diverse sociocultural context of the research case studies, this analysis offers a more nuanced discussion of the factors in play by analysing the contrast between the ways in which different religions and faiths approach and have approached teaching about the ‘Other’.
