Textbooks serve as crucial tools of socialisation, conveying knowledge while functioning as discursive arenas for cultural and ideological negotiations over identity, memory and belonging. In Germany, Islamic education -transitioning from mosque-only instruction to formal schooling since 2001- has been a key site of such negotiations, reflecting encounters between heritage and mainstream cultures. Despite increasing research on Islamic education, including textbooks (Çinemre, 2017; Kiefer, 2012; Spenlen, 2012), Turkish-language educational media remain largely understudied. Building on insights into shifting conceptualisations and portrayals of intercommunal and interreligious exchange from the 1990s to the 2010s (Cetin, 2023), this study examines Turkish-language religious education textbooks in Germany. By analysing pedagogical tasks (e.g., comprehension or reflection questions, role-playing, mind maps, debates), it explores how these activities guide students in navigating religious, national, and socio-cultural identities within Turkish-German contexts and engaging with broader socio-cultural transformations in a multicultural, post-migrant society. Drawing on task-based pedagogy (Ellis, 2003; Nunan, 1999), the analysis highlights how tasks -beyond changing content- shape learning processes, reinforce or challenge traditional notions of religious identity and belonging, and influence interreligious and intercultural dialogue. Using a combined critical discourse analysis (Fairclough, 2009; Wodak, 2001), the study examines how power, ideology, and social structures manifest in tasks and traces the evolution of religious discourse across textbooks published by Anadolu Verlag (Dinimiz ve Biz), DITIB (Camiye Gidiyorum) and IGMG (Temel Bilgiler). Ultimately, it argues that textbooks function as performative media, not only mediating knowledge but also shaping subjectivation, inclusion and exclusion within the broader landscape of socio-cultural transformations.