This study explores how social structure and the politics of identity and knowledge in relation to religion intertwine when recontextualized in the classroom of the Danish comprehensive school post 9-11. Through close readings of what takes place at a classroom level in two Copenhagen schools, Pedagogized Muslimness provides insights into how the Nordic model of comprehensive schooling – in the (post-)welfare state – plays out in daily school life and illustrates its effects. The book provides a deeper understanding of how knowledge is produced in school and how school operates as an arena for the production and distribution of social difference.

Our human dignity can be taken from us in unjust relationships, which makes resistance and search for dignity necessary. This search can take place in different ways: in this book, through academic studies in theology, ethics and education. Human dignity relates to human rights, which is also explored here, and perspectives from gender and postcolonial theory inform the studies. The reflection over human dignity ends in a discussion of education, making the book a resource in addressing contemporary value issues in education.