Anerkennungsverhältnisse unter Peers - Möglichkeiten der Selbstbezugnahme spielerisch aushandeln.

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Bibliographic Details
Title:	Anerkennungsverhältnisse unter Peers - Möglichkeiten der Selbstbezugnahme spielerisch aushandeln.
Alternate Title:	Recognition among peers - playfully negotiating opportunities for self-reference.
Authors:	Nitschmann, Hannah¹ h.nitschmann@uni-koeln.de
Source:	Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung. 2026, Vol. 21 Issue 2, p201-213. 13p.
Subject Terms:	Primary schools, Inclusive education, *Cultural pluralism, Self-presentation, Negotiation, Participant observation, Power (Social sciences)
Abstract (English):	This paper examines dynamics of mutual recognition among peers in inclusive primary school classrooms and focuses on the question of how children playfully negotiate opportunities for self-reference. Grounded in the pedagogical imperative of 'recognizing diversity' that underpins inclusive education, the discussion first outlines a power-sensitive conceptualization of recognition and subsequently examines, from a theoretical standpoint, the desire to transcend fixed subject positions. Within this conceptual frame, play is presented as a distinctive locus of potentiality. Through a sequential interpretation of empirical material generated by video ethnography, instances of playfulness in peer interaction are analyzed in detail. It can be shown that, on the one hand, play can create interactive spaces that enable children to present themselves as an other. On the other hand, these spaces reveal their ambivalent and precarious nature, insofar as a playfully created self depends on affirmative responses from peers. [ABSTRACT FROM AUTHOR]
Abstract (German):	Der vorliegende Beitrag nimmt Anerkennungsverhältnisse unter Peers im inklusionsorientierten Grundschulunterricht in den Blick und geht insbesondere der Frage nach, wie Selbstverhältnisse unter Kindern in spielerischen Einsätzen ausgehandelt werden. Ausgehend von der inklusionspädagogischen Forderung nach ,Anerkennung von Vielfalt' wird zunächst ein machtkritisches Verständnis von Anerkennung dargelegt und das Begehren nach Überschreitung differenter Subjektpositionen theoretisch beleuchtet. Das Spiel wird vor diesem Hintergrund als besonderer Möglichkeitsraum vorgestellt. In einer sequenziellen Interpretation videoethnografisch erhobenen Materials wird das Spielerische in Peer-Interaktionen exemplarisch analysiert. Dabei kann gezeigt werden, dass interaktiv eröffnete Spielräume einerseits situativ das Potential bieten, sich als Andere*r zu zeigen und andererseits ambivalent und brüchig erscheinen, weil ein spielerisch erzeugtes Selbst auf bestätigende Antworten angewiesen ist. [ABSTRACT FROM AUTHOR]
	Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	This paper examines dynamics of mutual recognition among peers in inclusive primary school classrooms and focuses on the question of how children playfully negotiate opportunities for self-reference. Grounded in the pedagogical imperative of 'recognizing diversity' that underpins inclusive education, the discussion first outlines a power-sensitive conceptualization of recognition and subsequently examines, from a theoretical standpoint, the desire to transcend fixed subject positions. Within this conceptual frame, play is presented as a distinctive locus of potentiality. Through a sequential interpretation of empirical material generated by video ethnography, instances of playfulness in peer interaction are analyzed in detail. It can be shown that, on the one hand, play can create interactive spaces that enable children to present themselves as an other. On the other hand, these spaces reveal their ambivalent and precarious nature, insofar as a playfully created self depends on affirmative responses from peers. [ABSTRACT FROM AUTHOR]
ISSN:	18625002
DOI:	10.3224/diskurs.v21i2.03