ABSTRACT
Chapter 8 summarizes the data gathered from Montreal and thoughts from the study participants in the two co-analysis meeting arranged with them, where Chan co-analysed the data with them in accordance with the critical communicative methodology (CCM) approach. This included co-analysis alongside participants, recognizing their expertise in their own lived experience and as members of the specific milieu. As the co-analysis raised and considered the themes at the societal, school, and student level, and abstractly as a phenomenon of religious bullying and religious literacy, data answered my three research sub-questions. To trace this discussion then, the chapter begins by presenting a condensed description of the data within each theme before presenting the answers to the three research sub-questions for the Montreal context. Chapter 7 summarizes the same information within the context of Modesto in the same format, albeit with the theme of family, as this was not discussed in detail in Montreal. Altogether, this chapter models an adapted CCM analysis process that can be used in various studies that aim to empower and engage participants. It also presents thematic data and analysis that can inform other studies on religious bullying, bullying, and religious literacy in society.
