ABSTRACT
In this final chapter of our book, we take the scope of our full study and open the discussion to consider international implications. By reviewing the overarching findings and themes from our study, we engage with five brief global case studies to consider what the Ga3Rs can learn from international programs and what lessons the Ga3Rs can offer in return. Specifically, we discuss the first theme of political influence, and how assumptions about one's political affiliation based on their religious affiliation can wrongly deter the development of a religious literacy program and from finding valuable local partners. The second theme regarding race and ethnicity clarifies how successful religious literacy programs need to engage in difficult conversations about race and relation, and not wait for teachers to be ready in order to engage. The third theme about engaging stakeholders and localism emphasize the need to ensure context-relevant programs to maintain pedagogical best practices. The final theme focuses on the unique dynamics in rural and urban settings and how both need to be considered for a successful program. We discuss each of these themes alongside case studies from France, the UK, Scotland, Sweden, and Canada. The cases illustrate how religious literacy is a context-specific discussion and that each program requires context-relevant structures and support. This chapter discusses commonalities across contexts and presents questions at the end of each theme to consider how we can learn from our commonalities and differences in order to progress.
