Introduction

The misclusion of religion in Religious Education (RE) occurs in three main ways: first, due to the unfair re/positioning of different religions in educational policy and curricula guidelines; secondly, ways in which religions feature in school textbooks; and third, classroom discourses involving teachers and students’ attitudes towards different religions. Providing a critical understanding of religious misclusion in RE and its implications on religious ‘othering’. Working towards a greater insight into religious misclusion is useful in unearthing taken-for-granted assumptions that hamper the effectiveness of RE in fostering a better understanding of religious diversity. In today’s pluralist dispensation, a reconstructed positive learning experience of religion is necessary given the increasing religiously fuelled conflicts and fundamentalist incidents being experienced the world over. When the consequences of religious radicalisation have blighted the world’s political and socio-cultural landscape, education as a public good should create ‘safe spaces’ towards de-radicalisation, development of tolerant attitudes, and as such challenging religious misclusion.