Recognition is the main word attached to multicultural perspectives. The multicultural call for recognition, the one calling for the recognition of cultural minorities and identities, the one now voiced by liberal states all over and also in Israel was a more difficult one. It took the author some time to realize that calling for the recognition of minorities culture/religion and identity was the best way to sustain on the one hand structural asymmetries while adopting the racist discourse of old which attaches to individuals and groups, by virtue of their circumstances of birth or early socialization, the differences that explain their present frail realities. The author's work on peace pedagogies at a variety of integrated, Palestinian and Jewish, educational settings in Israel has strengthened his thought that emancipatory perspectives and social justice could not be served well by recognition ideologies. The more he has looked into the details of the everyday realities of the educational work in these sites, the more it becomes apparent that recognized cultures/religions and identities might not serve well the main stakeholders of these fascinating educational institutions. In this article, the author argues that education is in urgent need of reviewing its paradigmatic foundations while problematizing the political structures that sustain the conflicts it tries to overcome. He stresses the need to seriously research children's subculture and the ways in which they organize the world through more flexible identity categories than the ones dictated by present national paradigms.