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Abstract

This article examines how the “other” religion is represented in academic Christian and Islamic religious education textbooks and what frameworks for interreligious cooperation in schools and universities are associated with this. Based on a reconstructive analysis of textbooks for university students, implicit assumptions of normality, self-attributions and attributions by others, as well as power and majority-minority relationships are identified. Finally, the consequences for power-sensitive interreligious teacher training in schools and universities are discussed.