Purpose: This article explores the concept of agonistic pluralism, its role in education, and educators' pivotal position as gatekeepers of pluralism. It investigates why some educators embrace pluralism with broader boundaries while others impose stricter ones. Design/methodology/approach: Semi-structured interviews with 13 educational experts were analysed using reflexive thematic analysis to uncover traces of agonistic pedagogy in citizenship education in Lithuania. Findings: Educators, as gatekeepers of pluralism, shape democratic citizenship education by setting boundaries that either restrict or enable experiential democratic learning. Broader boundaries enable dialogue, critical thinking, and the ability to see others as adversaries rather than enemies, while strict boundaries, driven by fear or neutrality, hinder these opportunities. Research limitations/implications: The study focuses on expert perspectives in Lithuania, excluding student input and direct observations and limiting generalizability. Practical implications: Professional development, collaborative cultures, and leadership support can help educators adopt broader boundaries.