ABSTRACT
This final chapter explores the implications of the incoherence of education and inclusion in the wake of the rise of antisemitism post October 7th for the educational system as a whole. The argument is made that more attention needs to be given to Berlin’s warnings about the dangers of idealist thinking. In contrast to current approaches to inclusion which have ignored such concerns, a model of inclusion as negotiation is presented, which is predicated (a) on a “thin” conception of the role of educational systems in promoting one idea of the good life, and (b) on the need to resolve value tensions through a process of localized understanding of the varying perspectives of children and their families.
