It is impossible for humans to live without tradition as we are socialized in it and surrounded by it; in bi-directional communication we relate to and shape social and cultural surroundings we live in. Relocation forces us to adapt to new surroundings but forced displacement challenges this relation in a different way: Fleeing and forced migration with travelling notions of norms, values, traditions, and narratives of the past, as we face it nowadays, are accompanied by difficulties in thinking sustainable inclusion of this otherness. The proposed paper aims at conceptualizing inclusive forms of classroom education to deal with those traveling notions for better social and cultural inclusion.

In classroom settings divers notions are challenging as the development of a societal shared set of norms and values is at stake. The easy way to cope with diversity always seems to be an acculturation to something that is considered to be majority. But dealing with otherness in this way cuts down the rights of individuals and minorities and fosters a lack of participation in societal and cultural settings – thus it hinders inclusive approaches to education. The sharing of experiences, values, knowledge and skills amongst individuals is considered as way to empower the individual and enable to gain respect for others and to shape shared values at the same time. Inclusive education involves restructuring the culture in classrooms and schools so that they can respond to the diversity of students in their ‘local globalism‘. It thereby can ensures the participation of all students in schooling.

Norms and values, traditions and narratives are “local players” in the field of influences as doing culture is naturally bound to embodied knowledge and the reflection of the processes from one factual point of view. If inclusion and participation in society and culture is the overarching aim of education in schools, teachers must not only provided their students with a certain amount of literacy and knowledge but enable them to distance themselves from these “local players” to gain new perspectives and to be able to reflect what they experience in that very situation. The claim for reflection and self-reflection is to enable questioning of the given to create inclusive settings with an awareness of diversity and differences but appreciation of variety. Education in times of social and cultural inclusion needs to take into account the histories and experiences of students, their social and cultural divers knowledge, their way of developing the social and doing culture.

The paper aims at elaborating a concept of situated shared practices in classroom settings by emphasizing the connection between norms, values and situated narratives. That includes an emphasis on embodied and reflexive knowledge on the one hand and ideas to develop sustainable societal und cultural conditions on the other.

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