ABSTRACT
This chapter examines the school policies identified in the study with Hyeyoung Bang, but now with an eye toward how such policies might be informed by a framework of reasonable and informed recognition and accommodation. It examines school dress codes, prayer spaces, religious holiday calendars, and non-confessional religious instruction. The ways primary and secondary students dress play a vital role in their expressions of identity and their sense of belonging. The chapter examines creative ways in which schools might respond to and act on selective acculturation challenges. Schools certainly can address acculturation challenges within their education programming. Examination of the intersection of migration and religion, and specifically religion's function within selective acculturation could significantly deepen students' religious literacy as they examine the manner in which religious traditions are shaped by the social, historical, cultural, political, and economic contexts that affect migration.
