Over the last two decades, developed countries, including Israel, have witnessed democratic backsliding. In Israel, this crisis peaked in what is called 'the juridical coup' in 2023, but its roots can be attributed to processes that began over a decade ago. Central to these processes is the growing perception that Israel's national-Jewish identity faces an existential threat. As a result, steps have been taken to strengthen this identity, albeit at the expense of Israel's democratic character. The education system, serving as a battleground for political ideologies shaping future citizens, plays a pivotal role in this crisis.

The role of the education system can be understood through the concept of 'securitization'. According to securitization theory, a particular issue becomes a security concern when a securitizing actor (a political agency) frames an issue as an existential threat requiring extraordinary measures. This theory also examines how national identity is securitized by leaders who portray it as facing external or internal threats (Buzan et al. 1998).

 Studies show that in the last decade, there has been a securitization of Jewish identity in Israel, primarily through laws that shrink the democratic space in Israel. This process has adversely affected individual and group rights (Ben-Porat and  Ghanem, 2017; Harboun and Keynan 2020; Olesker 2014).

Given the potential tension between instilling national identity and universal democratic values, it’s essential to examine how education policy is used to securitize identity. Despite the rise of right-wing populism as a topical issue in studies on nationalism and security, and the influence of education in shaping national identity, there has been limited analysis of how this political development influences education policy (Giudici 2021; Neumann 2022). The discourse within the education system can contribute to the securitization of national identity, as seen, for example, in Greek-Cypriot schools (Zembylas 2020). Securitization in education can also be implemented by marginalizing certain ethnic groups from senior appointments, the allocation of budget or curriculum development, and impeding the development of critical ideas (Kaunert and Sahar 2021). Gearon’s (2012, 2017, 2019) research highlights how securitization operates in education through both overt and covert practices, demonstrating the intricate relationship between education and state security.

Research on education in Israel shows that for over a decade, educational policies and discourse have strengthened Israel's Jewish character, prioritizing it over universal values and narrowing its democratic elements. This is evident through modifications to the civics curriculum, disqualifying content seen as threatening Jewish identity, allocating disproportionate resources to Jewish over democratic identity, and prohibiting organizations that criticize the government or the military from accessing schools (Ehrlich-Ron and Gindi 2017; Hassan 2016; Keynan and Harboun 2021; Pinson 2020). Despite these findings, research on securitization in Israel overlooks education’s role in this process, while studies on education do not refer to securitization.

This research addresses the question: How does Israel's education system contribute to the securitization of Jewish identity, and what are the implications for democratic education? Investigating how securitization shapes educational policies and practices, the research bridges gaps in the literature on securitization and education in Israel. Nonetheless, the insights of this research contribute to understanding the relationship between education and securitization and its implications for citizenship education in other sociopolitical contexts.

This study employed an interpretive approach to examine the securitization of Jewish identity in the Israeli education system. Through an analysis of policy documents, official statements, and public discourse, it explored securitization practices and the ways in which securitization was framed by key actors. The interpretive approach is particularly relevant to this study, as it focuses on understanding the meanings, values, and beliefs that individuals attribute to actions and texts. Furthermore, in policy analysis, this approach highlights how perceptions are constructed and communicated to different audiences, emphasizing the framing of issues through discourse rather than their objective occurrence (Goodwin, 2011), a process that lies at the core of securitization. Recognizing that the target audience is a crucial element in every securitization process (Balzacq, 2005), this study also examines the audience's role in the securitization of Jewish identity in education. Specifically, it investigates how different audiences, including parents, civil society organizations, and educational stakeholders engage with and reinforce securitization practices (Wertman, 2022; Olesker, 2022).

This study examined how securitization shapes Israel’s education system across three key areas: civics studies, freedom of expression, and shared life programs. Rather than solely addressing national security concerns, these processes reflect ontological security dynamics, where securitizing actors portray Jewish identity as existentially threatened, necessitating exceptional measures for its preservation. In civics studies, this is evident in curriculum changes that narrowly redefine democracy. Similarly, limitations on freedom of expression indicate a shift where discussions about human rights or minority rights are framed as disrupting security, leading to pressure on teachers to self-censor. Shared life programs, intended to foster coexistence, are increasingly marginalized, as their promotion of engagement with the "other" is perceived as undermining the state's essential character. These trends illustrate how securitization processes in education reinforce societal security concerns by shaping narratives that construct Jewish identity as fragile and in need of protection. The findings indicate that the education system is a powerful tool of securitization, complementing other securitization practices. Securitizing actors leverage its broad societal influence to securitize Jewish identity, supported by a 'securitization audience' of parents, right-wing organizations, and Ministry of Education officials. This occurs through overt means (discourse and legislation) and covert-overt means, such as gaps between declared policy and implementation. Both practices narrow education for democracy and weaken teachers who discuss Israel’s complexities or present diverse views. The securitization audience fosters fear among teachers about addressing controversial topics like Arab rights, military criticism, and the state's Jewish-democratic nature. Thus, students graduate without the knowledge or skills required for democratic citizenship. In alignment with the education system and political atmosphere, intolerance toward those perceived as threatening the state's Jewish character rises. This dynamic deepens social divisions, contributing to Israel's democratic crisis.

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