Inclusion and exclusion in classroom practices: Empirical analyses of conjunctive spaces of experience in secondary schools

This chapter refers to discourses around performativity, which consider space and spatiality but also the establishment of boundaries, transitions, and territories, as central aspects of social processes and relationships. The authors present the emetatheoretical categories of the Praxeological Sociology of Knowledge as a perspective on spatial qualitative research on inclusion. Additionally, the chapter refers to the connection between power, visualization, and degradation related to space in classroom practices. This is followed by a short description of the methodology used: an empirical approach to the spatiality and performativity of classroom practice with the help of videographies analyzed using the Documentary Method. In order to account for the inherent logic of the conjunctive space of experience on which the classroom practice is based, data from secondary schools in Switzerland and Canada are examined in a comparative analysis. At the same time, the (transnational) comparison allows interesting insights into both similarities and differences regarding the (experiential) spatial constitution of classroom practice. A conclusion summarizes the main results and discusses the meaning of the proposed praxeological-sociological view of social spaces for the approach of reconstructive inclusion research.