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This study examines the internal discourse on religious education (RE) at two secondary schools in Vienna using a qualitative empirical method. At these schools RE have reached their oraganisational limits. The study has made a major contribution to religious education sensitive to contexts by exploring the most times implicit attitudes towards religion and RE from teachers and from members of the school community board.

religious education, religious studies, relgious diversity --- teacher --- denominational religious education --- Religionspädagogik --- religiöse Vielfalt --- religiöse Bildung --- konfessioneller Religionsunterricht --- Religionslehrer --- schulinterner Diskurs