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Why does education fail to realize educational justice? Why does religious education not play a part in contributing to educational justice to some degree, as it is technically located in the logic of its handed down biblical message? On the one hand, education is socially testified as being at a crucial moment of educational justice, on the other hand, it is not only political and institutional determinants that seem to be opposed to that. In class, there are moments that counteract the abolition of educational injustice. Because of its complexity, confinement of interest and inner differentiation, the pressing problem of injustice in educational processes can only be processed in the complex access at the macro-, meso- and micro-level. The concern of the thoughts at hand is on their interpenetration of analytical, hermeneutical and pragmatical factors and, in that respect, we look to outline the demands on religious educational processes in religious education in schools.