The paper goes into the question of the teacher-pupil-relation in proportion to the social environment and the meaning of the complex interrelationships as context of teaching and learning. Pedagogic-psychological studies on teaching and learning showed that education processes are coped by adolescents in various ways and that identification processes as well as the sense of self worth with respect to the capabilities is made all the more dependent upon scholastic achievements, the further scholastic integration progresses (Helmke 1998, Helsper/Hummrich 2006). On the other hand, results of the OECD-studies show the meaning of the social background for academic success – which is especially in Gemany rather high (Baumert et. al. 2006), but also must not be neglected in other OECD countries (e.g. OECD 2003). The paper which shall be presented tries to link pupils’ experiences at school, the role that the family milieu plays and the impact of this interplay for the pupils’ individuation. It is basing on results of the DFG-project “Pedagogic relations in family and at school” at the Centre of School- and Education Research (ZSB) at the University of Halle. This project is led by Prof. Dr. Werner Helsper and Dr. Rolf-Torsten Kramer and questions assumptions of the change of the relations between the older and the younger generation within the triangle of adolescents, family and school. The research question also makes it possible to follow up the purpose of questioning the conditions of successful teacher-pupil-relations and their embedment into the class, the specific of the family milieu and the dynamic of the pupil’s individuation (e.g. Hummrich/Helsper/Busse/Kramer 2008). Therefore contrasting case studies, which have been reconstructed by Objective Hermeneutics and triangulated in a qualitative multilevel approach, can be presented in order to follow up the complexity of teacher-pupil-relations along classroom interactions, family interactions and biographical narrations as well. The paper is structured as follows: 1st Against the background of diffuse and close family relations, the teacher-pupil-relation is described as working alliance (Oevermann 2001), which spans between dyadic relations of one teacher to one pupil and the universal relation to the class (Helsper/Hummrich 2008). 2nd Two contrasting cases of working alliances will be presented followed by a briefly reference to other cases. 3rd Generalising conclusions are drawn concerning the teacher-pupil-relation and it’s embedment into the school’s culture and the family milieu as condition of teaching and learning.

The paper follows the qualitative research methodology. The method of datacollection was observation, videography and audiography of interaction, biographical interviewing. The analysing method was Objective Hermeneutics as a structural method of reconstruction of latent sense. Each data has been analysed for itself firstly, then the results of the interactions in family and at school and the biographical interviews with the 16 year old pupils have been triangulated and connected with the school culture.

Conclusions canbe oulined concerning the complexity of working alliances at school. They are not only charakterised by mediation and adoption of knowledge but also by their embedment into the familial milieu and the school's culture. The meaning of the family's attitude can be differntiated with respect to the schools ideal conception concerning education and learning. This also means a contribution to the theory of pedagogic working alliances.