ABSTRACT
In this chapter, the authors identify three forms of religious misrepresentation inherent in Religious Education (RE) in Malawi and Ghana, namely: fair representation, misrepresentation and mis/representation, from the supranational analysis of empirical data. The analysis of their research data reveals three distinct dimensions of religious misrepresentation from which the authors are able to provide a suggested a framework encapsulated in a three-type typology of religious misrepresentation inherent in RE in Malawi and Ghana. Religious misrepresentation was noticed when the students made statements that distorted facts arising from bias when a religion which was not ‘theirs’ was the subject or discussion of reference. Teachers enact their personal religious identities and attempt to balance between their ego and professional religious identities. While students like evangelical Christians are encouraged by their religious leaders to cut ties with African indigenous religions, they are taught in school about indigenous religiously infused culture and are socialised to appreciate it.
