Given the complex and messy contexts of schooling, conversations between religion and schooling can be ‘admitted’ as examples of the sort of situated conversation that goes beyond the ‘false necessity’ of universal state-controlled school-based education. There are distinct claims to be made about religion and schooling in general, and about the pupils and staff in the school (implied by a model of school as community, like a household), and about the school curriculum (where religious and related issues are difficult to address without a subject that is, or is like, religious education). The incorrigible plurality of life encourages a lively conversation between religion and schooling.
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