The pre-established culture of recognition and esteem in a primary school will be examined as a structural element of the pedagogical process.
A cultural learning arrangement is created through performative practices. The accompanying culture of recognition and esteem is part of a learning culture which also affects curricular learning performances. This culture is researched using an ethnographically reconstructive method.
On the basis of the preliminary work carried out over twelve years in the Berlin ritual study, the connection between the shaping process and encoding of emotions and lesson design is examined. Within the framework of pedagogical ethnography, the focus is on the relations between education for self and mutual recognition and esteem, as well as the promotion of a productive learning atmosphere.
The project explores the learning atmosphere of a primary school oriented towards progressive education which is located in a troubled inner city area. The interactions observed show that not only the content is recognized and appreciated, but also social performances and activities. The performative character of the practices of a culture of recognition and esteem add weight to the social activities. The creation of meaning through emotions and acts of recognition forms the basis for a culture of esteem. This practice of generating meaning contributes to a reorganisation or restructure of the social activities, which is always accompanied by a change in self-constructions. The culture of recognition and esteem requires the self-reflection of the individual, thus opening up the possibility of designing and shaping educational processes.