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<p>This paper examines the role of privacy in lifeworld-related classroom discourse in primary education. Although incorporating students’ lifeworlds and out-of-school experiences is regarded as a&#xa0;core principle of primary teaching, the extent to which private matters enter classroom interactions often remains unconsidered. After outlining the theoretical framework and existing research, the paper analyzes conversational sequences drawn from a&#xa0;Grounded Theory dissertation study on lifeworld-related practices in primary classrooms. The findings indicate that students willingly disclose private information while simultaneously demonstrating subtle strategies to assert and negotiate privacy boundaries. Teachers appear as key addressees of such private concerns, yet they also take part in negotiations in which privacy boundaries can be maintained—or (unintentionally) crossed.</p>

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Lebensweltbezogene Gespräche im Unterricht der Grundschule – zwischen Grenzziehungen und Grenzverschiebungen zur Privatheit

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  • 发表日期：

    2025年12月3日

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  • Joana Ernst

摘要

This paper examines the role of privacy in lifeworld-related classroom discourse in primary education. Although incorporating students’ lifeworlds and out-of-school experiences is regarded as a core principle of primary teaching, the extent to which private matters enter classroom interactions often remains unconsidered. After outlining the theoretical framework and existing research, the paper analyzes conversational sequences drawn from a Grounded Theory dissertation study on lifeworld-related practices in primary classrooms. The findings indicate that students willingly disclose private information while simultaneously demonstrating subtle strategies to assert and negotiate privacy boundaries. Teachers appear as key addressees of such private concerns, yet they also take part in negotiations in which privacy boundaries can be maintained—or (unintentionally) crossed.