Worldview literacy as intercultural citizenship education: A framework for critical, reflexive engagement in plural democracy

Within plural democracies, the concept of ‘religious literacy’ is commonly understood as denoting knowledge, skills and understanding vis- à -vis religious diversity required citizen. In schools across Europe such learning traditionally housed within Religious Education (RE), aims which are increasingly framed in terms citizenship education, yet two school subjects often unhelpfully siloed, both criticised for lack criticality an over-focus on knowledge acquisition. This article introduces ‘worldview a reworking that addresses concerns around inclusivity criticality. Rather than product good RE or worldview literacy envisaged transformational process educational praxis through encounter plurality, forges pathway between contributes to broader endeavour engagement social life.