In this paper I will discuss what I have experienced as challenges in analysing data from classroom video recordings, as part of my ph.d project "Between pupils. Interaction, support and tensions in an inclusive peer culture".My main research question isHow do pupils' cultural interaction, support and tensions affect their study work in arenas of learning at school? Subquestions:o What do the pupils regard as including and excluding features in the peer culture they are a part of? o How do they describe their own and other's acceptance for and resistance against study work at the arenas of learning at school? o What are the major relations between peer culture and study work? I understand inclusion and exclusion in the classroom to be fundamentally dialogical phenomena. The relation between the individual and the community implies individualising and adapting processes as contradictory, but at the same time mutually productive phenomena. But to be inclusive, relations must to some extend take care of several conditions:o Participation, which has to include mastering, recognition and co-determination o Belonging, which has to be part of both the individual's experiences and the norms of the community o Confidence, which means that the individual is expecting interaction with these qualities and is trusting the others to be both willing to and able to live up to this in daily life in schoolI'm investigating my research questions through observations and interviews in four school classes. I'm using video recordings as part of my classroom observations. The sample is a first grade class and an eight grade class, supplemented by two other classes. Doing explorative research, I have been following two of my classes for three tears, searching for hot spots which could reveal something about dominant values, norms and perceptions of reality in the field of inclusive interaction, according to the pupils' own point of view. I'm using Interaction Analysis (Jordan/Henderson 1995) in my initial handling of these video recordings as data. Empirical material from accomplished observations will be used to illustrate the discussion in the paper.Research in the area of inclusion and exclusion is usually focussing pupils with disabilities or pupils having an ethnical minority background. My concern is how the combination of concepts and ways of understanding the field from both of these research areas might contribute to develop the concept of an inclusive peer culture. To investigate the interaction between the pupils in addition to the interaction between the pupil, the teacher and subject content, may be a contribution to increased understanding.Alexander, R. (2000): Culture & Pedagogy. International Comparisons in Primary Education.Malden: Blackwell Publishing Blyth, E., Milner, J. (1996): Exclusion from school. London: Routledge Devine, D. 2003: Children, Power and Schooling. How childhood is structured in the primary school.Stoke on Trent: Trentham Books Kvale, S. (1996): Interviews: An introduction to qualitative research interviewing. Thousand Oaks,CA: SageGeertz, C. (1973): The interpretation of cultures. New York: Basic Books Jordan, B. and Henderson, A. (1995) Interaction Analysis: Foundations and Practice. The Journal of Learning Sciences, 4 (1) de los Reyes, P. (2001): Mångfald och differensiering. Diskurs, olikhet och normbildning inom svenskforskning och samhällsdebatt. Stockholm: Arbetslivsinstituttet Rommentveit, R. (2004): Om dialogisme og relasjonen mellom individuell psyke og kultureltkollektiv. I Frønes, I., Wetlesen, T. S. (red): Dialog, selv og samfunn. Oslo: Abstrakt forlag Sivermann, D. (2005) Doing Qualitative Reseach. Lodon, Thousand Oaks, New Dehli: Sage Walzer, M. (1983): Spheres of Justice. A defence of Pluralism and Equality. New York: Basic Books Together with some colleguages at the Faculty of Education, Oslo University College, I'm working on an anthology to be published in a Report Serie at the College. I intend to elaborate my paper to be part of that anthology.