Amelie Krug

On the situational production of difference and commonality in heterogeneous learning groups in primary school German lessons

The dialectical relationship between commonality and difference (or sameness/individuality) shapes primary school teaching for a heterogeneous student body and constitutes a central challenge to the development of inclusive teaching, especially regarding the development of inclusive subject-didactic approaches.

Difference(s) and commonality(ies) do not simply exist in the classroom, but are produced, stabilized, and transformed in social practices and associated interactive attributions of characteristics as well as forms of addressing in specific orders.

In this research project, the interactive implementation of lessons will be related to the subject dimension of inclusive German lessons. The aim is to examine how difference(s) are processed or (re-)produced in pedagogical practices by means of recognition, and how opportunities for participation are established or restricted – and negotiated in relation to the subject matter. The focus lies on how the subject of German lessons, explicitly spelling, becomes a normative frame of reference in the process.