ABSTRACT Taking Quebec’s mandatory religious education curriculum, Ethics and Religious Culture (ERC), as a case study, this paper examines the question of whether it is legitimate to teach about the illiberal and discriminatory aspects of religious belief and practice—misogyny, homophobia, racial discrimination and the like—in a religious education class. This paper seeks an answer the question by considering the pedagogical choice to raise a critical lens to the religions studied in class in relation to the cultural approach to religious education that ERC teachers are required to adopt, the critical, democratic and intercultural aims of ERC, and the legal constraints imposed on ERC by the Canadian and Quebecois constitutional framework. The conclusion of our analysis is that while the cultural approach to RE clearly rules out the use of learning activities specifically designed to reveal illiberal and discriminatory aspects of religions. However, perceived points of conflict with prevailing social values constitute a legitimate opportunity for religious education teachers to invest their specialised knowledge of religious traditions in the service of increasing pupils’ religious literacy.

中文翻译：

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处理宗教教育中信仰的不自由和歧视方面：魁北克伦理和宗教文化课程的案例研究

摘要 本文以魁北克的强制性宗教教育课程伦理与宗教文化 (ERC) 为案例研究，探讨了关于宗教信仰和实践的不自由和歧视性方面——厌女症、同性恋恐惧症、种族歧视的教学是否合法的问题。歧视等等——在宗教教育课上。本文试图通过考虑教学选择来回答这个问题，以针对 ERC 教师必须采用的宗教教育文化方法、ERC 的批判性、民主和跨文化目标，对课堂研究的宗教提出批判性视角，以及加拿大和魁北克宪法框架对 ERC 施加的法律限制。我们分析的结论是，虽然 RE 的文化方法明确排除了使用专门设计来揭示宗教的不自由和歧视方面的学习活动。然而，感知到的与普遍社会价值观的冲突点为宗教教育教师提供了一个合法的机会，可以将他们的宗教传统专业知识用于提高学生的宗教素养。