Abstract
This study investigated the way teachers in secondary schools in Israel reported their responses in class to racist comments concerning Jewish-Arab relations. Teachers indicated that the majority of comments were within a discourse that students initiated. In reaction, most teachers reported cognitive strategies, followed by moderating strategies and emotional strategies. Teacher reports indicate that they operate without clear guidelines, and without feeling that their responses will be backed up. Teachers worry that the extreme discourse will make them lose control of the classroom, while rarely being aware of the importance and possible benefits of conducting controversial political issues discussions.
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