In Sweden and many other parts of Western Europe, ethnic, cultural, and religious diversity challenge simplistic understandings of identity and belonging. However, as Sajir (A Post-Secular Approach to Managing Diversity in Liberal Democracies: Exploring the Interplay of Human Rights, Religious Identity, and Inclusive Governance in Western Societies. Religions, 14(10), 1325. https://doi.org/10.3390/rel14101325, 2023) has pointed out, in a post-secular context, the religious origins of the majority culture are obscured, while ethno-religious minority identities are predominantly viewed through a religious lens. The interrelated concepts of “culturalization of religion” and “religionization of culture” (Sajir, 2023) illuminate this process. Similarly, the opposition between the religious and the secular underpins how identity is understood in an educational context. Touching upon the interrelated issues of representation and inclusion, the polarization can be particularly problematic for students with ethno-religious identities. This makes it a controversial issue, but one with the potential to challenge assumptions and spur change. As Lewin (The hermeneutics of religious understanding in a postsecular age. Ethics & Education, 12(1), 73–83. https://doi.org/10.1080/17449642.2016.1270507, 2017) argues, religious education plays an important role in developing religious literacy, which is crucial for better understanding and managing diversity, identity, and belonging. I wish to contribute to the discussion on religious literacy within the context of religious education in a post-secular society. This chapter will elaborate on an inclusive approach to understanding and teaching identity, one that acknowledges the complex interrelations between the secular and the religious and acknowledges inherent asymmetries.