Praktiken des Zuweisens von (Il‑)Legitimität. Wie Grundschullehrer*innen im Anspruch der Inklusion pädagogische Tradierungen verhandeln

In the claim of inclusion, primary school teachers are confronted with the task of translating the claim into everyday practice. In doing so, the inherent logic of practice and the complex expectations placed on primary schools in terms of inclusion cannot be ignored. Using empirical examples, the article explores the question of how primary school teachers accomplish this translation. Two different modes of assigning (il)legitimacy to pedagogical traditions emerge. They are contrasted in order to finally discuss the question of a more or less professionalized handling of the task of negotiating the legitimacy of pedagogical traditions in the claim of inclusion.