| Summary/Abstract |
Teachers avoid controversial issues due to lack of knowledge and fear of being sanctioned. This article proposes a new theoretical perspective that views this phenomenon as a part of the neoliberal discourse. Interviewing 70 teachers suggests that whenever they were requested to discuss a controversial issue, they mostly individualised it while ignoring its social-political-civic contexts. These practices might indicate that the education system in Israel does not fulfill its educational duty, particularly in an age where many democracies are under threat. We recommend to re-include socially-oriented sociology in the field of education.
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