ABSTRACT
The main innovation of this guidance was its recommendation to create, for the fi rst time, one unifi ed curriculum for all state and religious state high schools,with the aim of using civic education to promote a common Israeli civic identity.2 To a great extent, the unifi cation of the civic education curriculum in Israel can be seen as an example of the “antidote” approach, which was discussed in the introduction to this book. However, the assumption that civic education can be used to overcome social confl icts often means that civic curriculum is seen as closed and static, rather than as a social space where knowledge, pedagogies, meanings, and identities are being discursively shaped.
