Yonah Hisbon Matemba is a Senior Lecturer in Social Sciences Education, School of Education and Social Sciences Education, University of the West of Scotland, UK.Richardson Addai-Mununkum is an academic with expertise in teaching and research in the field of Curriculum and Pedagogy.He holds academic and administrative positions at the University of Education,Winneba, Ghana.

"Yonah Hisbon Matemba and Richardson Addai-Mununkum describe in a clear way different approaches of western scholars to RE, and – on the shoulders of these scholars and learning from them – they explore in depth the (mis)representation and misclusion of religion(s) in their home countries: Malawi and Ghana respectively. Books and curricula are examined, and – what is most convincing – voice is given to teachers and students. The precondition of the classroom as a safe space for critical and constructive dialogue (for students and for teachers!) is highlighted. With this publication the authors present an interesting example of comparative research, ending up in challenging recommendations for teacher training. I support the passionate plea of Matemba and Addai-Mununkum for inclusive education, in which "pluralism is understood not as an issue to deal with but rather a reality to be embraced, in its complexity." This publication is a must for all people involved in education ‘in the presence of the other’ – not only in Africa!"Dr. K.H. (Ina) ter Avest, em. prof. Religious Education, Independent researcher'This book addresses some of the key themes in research in Religious Education in the contexts of Malawi and Ghana. These include the continued influence of Christianity, the dominant position of Christianity in Religious Education as the legitimate focus for study and the misrepresentation of other religions. The authors argue that the misrepresentation of religion results in ‘misclusion’ of religion in Religious Education. This leads to the very serious threat of marginalisation of other religions and worldviews. This is a highly original and challenging book that applies some established analytical tools to Religious Education in two countries in Africa and expands the international scope of research in Religious Education. This book is unique and a very important and timely contribution to research and scholarship on Religious Education.' Professor Stephen J. McKinney, University of Glasgow

• IntroductionPart I: Setting the Context Chapter 1: Religion at School in Malawi and GhanaChapter 2: Methodological Considerations Part II: Framing the DebateChapter 3: Religion as De/legitimised Knowledge Chapter 4: Conceptualising Religious MisrepresentationChapter 5: Problematising Inclusive Religious Education Part III: Empirical FindingsChapter 6: Misrepresentation of Religion in Religious Education Chapter 7: Misclusion of Religion in Religious Education ‘Texts’ Chapter 8: Misclusion of Religion in Classroom Discourse Final RemarksReferencesIndex

Yonah Hisbon Matemba is a Senior Lecturer in Social Sciences Education, School of Education and Social Sciences Education, University of the West of Scotland, UK.Richardson Addai-Mununkum is an academic with expertise in teaching and research in the field of Curriculum and Pedagogy.He holds academic and administrative positions at the University of Education,Winneba, Ghana.

"Yonah Hisbon Matemba and Richardson Addai-Mununkum describe in a clear way different approaches of western scholars to RE, and – on the shoulders of these scholars and learning from them – they explore in depth the (mis)representation and misclusion of religion(s) in their home countries: Malawi and Ghana respectively. Books and curricula are examined, and – what is most convincing – voice is given to teachers and students. The precondition of the classroom as a safe space for critical and constructive dialogue (for students and for teachers!) is highlighted. With this publication the authors present an interesting example of comparative research, ending up in challenging recommendations for teacher training. I support the passionate plea of Matemba and Addai-Mununkum for inclusive education, in which "pluralism is understood not as an issue to deal with but rather a reality to be embraced, in its complexity." This publication is a must for all people involved in education ‘in the presence of the other’ – not only in Africa!"Dr. K.H. (Ina) ter Avest, em. prof. Religious Education, Independent researcher'This book addresses some of the key themes in research in Religious Education in the contexts of Malawi and Ghana. These include the continued influence of Christianity, the dominant position of Christianity in Religious Education as the legitimate focus for study and the misrepresentation of other religions. The authors argue that the misrepresentation of religion results in ‘misclusion’ of religion in Religious Education. This leads to the very serious threat of marginalisation of other religions and worldviews. This is a highly original and challenging book that applies some established analytical tools to Religious Education in two countries in Africa and expands the international scope of research in Religious Education. This book is unique and a very important and timely contribution to research and scholarship on Religious Education.' Professor Stephen J. McKinney, University of Glasgow

• IntroductionPart I: Setting the Context Chapter 1: Religion at School in Malawi and GhanaChapter 2: Methodological Considerations Part II: Framing the DebateChapter 3: Religion as De/legitimised Knowledge Chapter 4: Conceptualising Religious MisrepresentationChapter 5: Problematising Inclusive Religious Education Part III: Empirical FindingsChapter 6: Misrepresentation of Religion in Religious Education Chapter 7: Misclusion of Religion in Religious Education ‘Texts’ Chapter 8: Misclusion of Religion in Classroom Discourse Final RemarksReferencesIndex

Yonah Hisbon Matemba is a Senior Lecturer in Social Sciences Education, School of Education and Social Sciences Education, University of the West of Scotland, UK.Richardson Addai-Mununkum is an academic with expertise in teaching and research in the field of Curriculum and Pedagogy.He holds academic and administrative positions at the University of Education,Winneba, Ghana.

"Yonah Hisbon Matemba and Richardson Addai-Mununkum describe in a clear way different approaches of western scholars to RE, and – on the shoulders of these scholars and learning from them – they explore in depth the (mis)representation and misclusion of religion(s) in their home countries: Malawi and Ghana respectively. Books and curricula are examined, and – what is most convincing – voice is given to teachers and students. The precondition of the classroom as a safe space for critical and constructive dialogue (for students and for teachers!) is highlighted. With this publication the authors present an interesting example of comparative research, ending up in challenging recommendations for teacher training. I support the passionate plea of Matemba and Addai-Mununkum for inclusive education, in which "pluralism is understood not as an issue to deal with but rather a reality to be embraced, in its complexity." This publication is a must for all people involved in education ‘in the presence of the other’ – not only in Africa!"Dr. K.H. (Ina) ter Avest, em. prof. Religious Education, Independent researcher'This book addresses some of the key themes in research in Religious Education in the contexts of Malawi and Ghana. These include the continued influence of Christianity, the dominant position of Christianity in Religious Education as the legitimate focus for study and the misrepresentation of other religions. The authors argue that the misrepresentation of religion results in ‘misclusion’ of religion in Religious Education. This leads to the very serious threat of marginalisation of other religions and worldviews. This is a highly original and challenging book that applies some established analytical tools to Religious Education in two countries in Africa and expands the international scope of research in Religious Education. This book is unique and a very important and timely contribution to research and scholarship on Religious Education.' Professor Stephen J. McKinney, University of Glasgow

• IntroductionPart I: Setting the Context Chapter 1: Religion at School in Malawi and GhanaChapter 2: Methodological Considerations Part II: Framing the DebateChapter 3: Religion as De/legitimised Knowledge Chapter 4: Conceptualising Religious MisrepresentationChapter 5: Problematising Inclusive Religious Education Part III: Empirical FindingsChapter 6: Misrepresentation of Religion in Religious Education Chapter 7: Misclusion of Religion in Religious Education ‘Texts’ Chapter 8: Misclusion of Religion in Classroom Discourse Final RemarksReferencesIndex