At a time when research commissioned by the Religious Education Council (REC) is discussing the relevance and comprehensiveness of Religious Education, it is appropriate to have a book that examines how Islam is represented in textbooks in relation to other faiths and to the complex themes that link the role of education to identity and values. This book is primarily an examination of how Islam is represented within the RE education system of Britain. However, it does not do so by looking at the representation of school textbooks of Islam in relation to other religions in isolation, but by evaluating the policies and political contexts in which Islam is perceived. The book has a number of strengths and the author should be congratulated for this project. The central theme throughout the book is a challenge to the core assumptions about equality and power in relation to how Islam is taught in schools.