This article examines educational, political and philosophical perspectives on the concepts of worldview and religion in the context of multicultural education. Using a postcolonial and post-structural approach combined with theories that analyse the politics of secularism, we attempt to pinpoint key perspectives in the recognition of worldviews in the current discourse on liberal multiculturalism. We suggest that the liberal-secular foundation of multicultural education is blind to practices, which, while supposedly based on political neutrality, are discriminating and 'Othering' towards religions and non-Western worldviews. Through theoretical and contextual analysis, we aim to deconstruct the 'Otherness' of religious worldviews at the epistemic level.

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The aim of this paper is to explore integrative worldview education as a platform for learning from worldviews in a diverse cultural context. This is done by examining integrative worldview education in a Finnish secondary school context by examining the views of school stakeholders. The stakeholders examined in this article consist of 174 parents of the pupils and a total of 6 teachers and headteachers from two different secondary schools in Helsinki. We use the concept of learning from worldviews to examine the possibilities of the integrative classroom to facilitate learning from both personal and organized worldviews. The results indicate, that the stakeholders view integrative worldview education as an important tool for widening the worldview of the pupil. Although the stakeholders view the sensitivity of the teacher as paramount in teaching an integrative classroom, integrative worldview education is also seen as important in offering tools for forging mutual understandings in an ever more complex world of worldviews.

The aim of this paper is to explore pupils' views on integrative worldview education that encompasses pupils from both religious and non-religious backgrounds. 1 The research material consists of surveys (N=174) and pupil interviews (N=40) which are analysed with a mixed methods approach. The theoretical basis of this study are the concepts of worldview, safe place, dialogue and lived religion. The results of this study indicate that pupils find the integrative religious education class a safe place to learn about worldviews and encounter others. This study suggests that the removal of pupils' physical separation on the basis of worldview has a significant positive impact on the experiences of adolescents.