Solidarity between the citizens of a country is both good and desirable, and public educational institutions are the clear site of education for such civil solidarity and its natural place is in Civics lessons. Nevertheless, this paper argues that it is impossible to educate for solidarity for all citizens in a liberal-democratic state when civic classes teach basic civil laws that exclude groups or minorities and expel them from the general civil population. Therefore, we can ask: What are the modes of action that are open to Civics teachers and other educators who are caught in this trap when trying to educate for solidarity? As a reply to this question and by borrowing ideas from Michel Foucault’s thought, this paper equips teachers with some guidelines for pedagogical resistance to the excluding wave, that enable strengthening an inclusive civil solidarity, and demonstrates the applicability of these guidelines in the Israeli reality.

中文翻译：

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在多元文化社会中，在歧视性法律的阴影下开展公民团结教育：作为寓言的以色列案例

一个国家公民之间的团结既是好的又是可取的，公共教育机构是这种公民团结的明确教育场所，其自然位置是公民课程。然而，本文认为，当公民课程教授排除群体或少数群体并将他们从一般公民中驱逐的基本民法时，不可能在自由民主国家为所有公民进行团结教育。因此，我们可以问：在试图进行团结教育时，公民教师和其他陷入这个陷阱的教育工作者可以采取哪些行动模式？作为对这个问题的回答，本文借鉴了福柯的思想，为教师提供了一些针对排斥浪潮的教学抵制的指导方针，