Increasing diversity is a global trend. Many European countries, which historically have beenrather monocultural, have experienced a large influx of people from other cultures and religioustraditions, such as from Africa and the Middle-East (Minkenberg, 2008). Sweden can be taken asan example: there have been several waves of immigration during the 20th century (Bevelander,2004, p. 7), and an even greater influx in the 21st century (Krzyżanowski, 2018, p. 101). As aconsequence, today Sweden is arguably one of the most diverse European societies (Schierup &Ålund, 2011, pp. 46–47). Religious education (RE) in schools could be expected to discuss anddescribe aspects of this diversity, yet it seems like the school subject might be ill equipped forthe task. To better accommodate today’s multicultural reality, one might, Eva Pföstl (2015, p.136), Péter Losonczi and Walter van Herck (2015, pp. 95–96) respectively suggests, learn from acontext where a plurality of cultures and religions were taken into consideration from the verystart of the development of a national education: India. Global issues must be handled locally,informed by the context – but we can also learn from each other instead of re-inventing thewheel over and over again. The purpose of the present article is to develop a methodology forcontrasting local contexts with each other, to highlight characteristic traits and particularities forhow global issues, like migration and religious diversity are handled (cf. Niemi, 2016, 2018;Bråten, 2014, 2015).