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In 2008, the Québec Ministry of Education introduced the Ethics and ReligiousCulture (ERC) program. Though the ERC is a positive step forward in promoting and fosteringmuch-needed religious literacy skills, the implications of a “neutral” professional postureasked of its teachers have been difficult to translate into the classroom. Neutrality isseen to infringe on a teacher’s sense of autonomy and authenticity. This article traces theconcept of neutrality in Québec back to the state policies, showing that neutral pedagogycontradicts the ethics of religious sensitivity and religious literacy that Québec isseemingly promoting. It concludes by offering a more balanced approach to the teaching ofreligion in the classroom.En 2008, le Ministère de l’Éducation du Québec a introduit le programme d’éthiqueet de culture religieuse (ECR). L’ECR constitue une évolution positive pour la promotion etl’encouragement de compétences indispensables en instruction religieuse. Cependant, tout cequ’implique et découle de l’adoption d’une attitude professionnelle «neutre» s’avère ardu àappliquer en classe. La neutralité est perçue comme portant atteinte à l’autonomie etl’authenticité des enseignants. Cet article dépeint le concept de neutralité au Québec,allant à la source des politiques gouvernementales et démontrant que la pédagogie neutre esten contradiction avec l’éthique de sensibilités et d’éducation religieuses que Québec vise àpromouvoir. Celui-ci se termine en proposant une approche plus équilibrée de l’enseignementde la religion en classe

The Complexities of Neutrality in Teaching Religious Education: The Ethics and Religious Culture Program as Case Study