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This book aims to provide an account of the complex nature of secularisation in the context of Australian primary and secondary education. Drawing on the sociological literature on secularisation alongside historical, sociological, and broader interdisciplinary scholarship on the relationship between Christian and secular belief systems in Australian education, it seeks to complicate understandings of what it means to have a secular education system. Each part examines a different period in Australian schooling, providing both a synthesis of key literature and an examination of original case studies.