This paper both challenges religious education in the UK to embrace issues of value, equality and anti-racism, and also encourages teachers and schools to ensure that religious education is challenging to pupils. It demonstrates the importance of focusing teacher training more on how the subject is taught and less on content, seeing religious education as a process rather than a body of knowledge. It asserts the importance of open dialogue and respect, to produce religious education which edifies pupils from all faiths as well as those with no religious allegiance
