ABSTRACT
This chapter examines the research method adopted for the study, data collection tools, approaches to data analysis and ethical issues observed in the conduct of the study. At the supranational dimension, policy borrowing in Religious Education (RE) is possible because of the “possibility of one particular country having a specific influence on another”. To date only one study has applied O. Braten’s model in examining RE between Quebec and Flanders, two countries with similar socio-cultural contexts being both European and culturally Western. A critical examination of the comparative empirical data would indicate supranational processes at work, regarding what the study conducted in Malawi and Ghana revealed not only about how but also why misrepresentation and misclusion of religions occurs in RE discourse. Influenced by societal factors, at the ‘institutional level’ the RE curriculum is shaped by state or provincial actors and at times ratified by schoolboards, parents or other gatekeepers.
