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The school environment of the 21st century is shaped by rapidly changing social and societal conditions that teachers need to adapt to, increasing linguistic, cultural and ethnic diversity among other things. The development of attitudes to cope with these constant societal transformations is one of the main challenges of teacher professionalization today. In this chapter, we concentrate on the self-positioning and argumentation patterns of two Luxembourgish primary school teachers. We focus on the question how these teachers construct differences and homogeneity, what kind of categories and norms they rely on (e.g. performance, sociocultural background, and language) and in how far mechanisms of in- and exclusion become visible.

Construction of difference and homogeneity: Teacher narratives about diversity in the Luxembourgish school system