Jesus Christ, learning teacher: where theology and pedagogy meet

tion – or on multicultural education more broadly, as Liam Gearon and Arniika Kuusisto note in their chapter – can provide insight into the contemporary configurations of broader historical processes, such as the interrelations between the religious, the secular, and the postsecular, and how these shape the lives and experiences of children and their parents. Further research into these areas using methods that foreground the experiences and voices of children and their parents, as suggested by several contributions in this volume, would be very much welcomed.