The so-called multicultural and multireligious situation in the West, that is marked by a still growing presence of Muslim people in former monoreligious Christian settings, seems to provoke a demand for an adequate and unprejudiced representation of Islam in Christian instruction and education. Starting from the idea that textbooks are still one of the most important working tools for both teacher and student, the author attempts to construct a set of content related and evaluative criteria for assessing the textbooks on religion and history from such a perspective. [ABSTRACT FROM AUTHOR]

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