"Dialogue", "secularisation" and "pluralism" have been key concepts in international discussions concerning religion, public space and education for the past decades. National educational systems face new challenges in negotiating with the multitude of civic identities and memberships. This volume enriches and complements the discussion concerning religion in education by contextualising the respective phenomena in the current Finnish educational policy and practice, as well as by compiling empirical and theoretical observations. This localised approach provides an interesting case for the analysis in many ways. The volume at hand discusses how these changes of secularisation and pluralisation in a religious landscape create new conditions for understanding educational dialogue amidst diversity.