In this contribution we explore processes of Structural Identity Consultation (SIC) with primary school teachers, and the opportunities this kind of team meetings offers for a nontraditional way to live with religious tradition(s). We take our start in everyday classrooms, characterized by religious diversity. The thoughts of Levinas, and his view on the relationship of "I" and "the other," open our mind for the encounter with the other, and the sensibility for the need of the other, resulting in an "answer-ability" for the other. Structural Identity Consultations in our view create an open space to explore differing narrations on encounter. The narration of a young teacher, and the deconstructive reading of this narration as a text, shows the innovative power of (religious) tradition. It is our conviction that teachers' story telling in Structural Identity Consultations enlarges religious literacy and improves religious sensibility. (Contains 3 footnotes.)