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This article explores three questions: What is the perception of teachers concerning religious literacy? Is religious literacy an appropriate framework to combat religious intolerance? Do school teachers, principals, and policy makers support interreligious initiatives, including teaching the religions of the world and interreligious site visits? To answer these questions, we conducted interviews with 97 teachers from 24 high schools in four cities (Batu, Jember, Lamongan, and Nganjuk) in East Java. We also invited high school principals, teachers, and representatives from the Office of Education in the city of Surabaya to share their perspectives at our Focus Group Discussion (FGD). This article documents and analyzes teachers' voices cautioning against teaching students about other religions as well as counter-voices encouraging religious literacy. The findings of this study will have an important implication for thinking creatively about various approaches to religious literacy and possible reform of teacher education.

The purpose of this article is to investigate the perception of teachers on tolerance and the way in which tolerance can be taught in education institutions. It is based on interviews with 152 teachers from 28 high schools in four cities (Batu, Jember, Lamongan, and Nganjuk) in East Java, Indonesia, as well as Focus Group Discussion (FGD) with high school principals, teachers, and representatives from the Office of Education in the city of Surabaya. While our findings confirm the previous studies about the role of teachers in shaping students' approach to diversity, we put forth an argument that the concept of tolerance has not been whole-heartedly embraced by Indonesian teachers. The absence of interreligious learning renders questionable the effectiveness of cultivating tolerance in a multi-religious Indonesia. The first part of the article offers a theoretical discussion on the link between education and tolerance. In the second part, our findings will be presented, including teachers' view of tolerance, the way tolerance is taught, and various strategies develop to prevent intolerance. The final part discusses the findings within a broader context of religious literacy and citizenship education.