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Recognition Situations in Urban Primary Schools (AnuG)

This research project analyzes the relationships between teachers and students at each two primary schools at social hotspots in Berlin and London with a heterogenious student populations. The project aims at disclosing explicit and implicit norms of recognition underlying interactions and patterns of orientation in the respective schools from a transcultural and cultural-comparative perspective.

Project description

A binational, comparative ethnographic study

This research project places a focus on relationships between teachers and primary school students, which are analytically conceptualized as recognition relationships and assessed at each two primary schools in Berlin and London. The fundamental assumption is that urban schools located in deprived areas nowadays face highly similar challenges, particularly since they are often attended by highly heterogeneous and sometimes socially disadvantaged student populations, while having to work on a limited budget. At the same time, we assume relationships between teachers and students in England and Germany to be influenced by rather different national conditions.

By diverse qualitative methods (observation, videography, group discussions, interviews, document analyses, analysis of feedback talks) data will be collected on the interactions during lessons and patterns of orientation demonstrated by teachers and students, which are subsequently analyzed by means of the documentary method.

Regarding the focus of interest, i.e. the relationship between primary school teachers and students, the project is aimed at finding out how such relationships are reflected in interactive practices: Analyzed patterns of interaction will be correlated with explicit and programmatic demands as well as with orientation patterns of school actors. An analytic, non-normative concept of recognition, inspired by Judith Butler, serves as a theoretical point of reference; this concept is particularly well applicable to the analysis of structures of power. The project aims at disclosing explicit and implicit norms of recognition underlying interactions and patterns of orientation in the respective schools, from a transcultural and cultural-comparative perspective.

The binational comparison targets an analysis of the role played by institutional and historical conditions as well as mindsets in shaping pedagogical relationships at school.


The project is funded by the DFG (Deutsche Forschungsgemeinschaft).


  • Fritzsche, Bettina (2014): Besonderung als Umgang mit Verletzbarkeit. Differenzproduktionen im Rahmen des schulischen Anerkennungsgeschehens. In: Tervooren, Anja; Engel, Nicolas; Göhlich, Michael; Miethe, Ingrid; Reh, Sabine (Hrsg.):  Ethnographie und Differenz in päda-gogischen Feldern. Internationale Entwicklungen erziehungswissenschaftlicher Forschung (im Druck).
  • Fritzsche, Bettina (2013): Anerkennungsverhältnisse vergleichend, transkulturell und reflexiv gedacht. Bericht aus einem an Grundschulen in London und Berlin durchgeführten ethnographischen Forschungsprojekt. In: Hummrich, Merle; Rademacher, Sandra (Hrsg.): Kulturvergleich in der qualitativen Forschung. Erziehungswissenschaftliche Perspektiven und Analysen. Wiesbaden: Springer VS. (=Studien zur Schul- und Bildungsforschung ; 37), S. 193-209. (DOI: 10.1007/978-3-531-18937-6_11 )
  • Fritzsche, Bettina (2013): Das Andere aus dem standortgebundenen Bilde heraus verstehen  Potenziale der dokumentarischen Methode in kulturvergleichend angelegten Studien. In: Zeitschrift für qualitative Forschung, 13, Heft 1-2 , S. 93-109. (Online: http://www.budrich-journals.de/index.php/zqf/article/view/11121 (Stand: 14.01.2014))
  • Fritzsche, Bettina (2011): Die Relevanz der Kategorie Geschlecht bei schulischen Regulationen von Verletzbarkeit. In: feministische studien, Heft 2, S. 280-292

Project Details

Completed projects
Project type: Doctoral / postdoctoral projects
07/2010 - 07/2014
External funding
Department: Research Library for the History of Education
last modified Jul 18, 2016