This paper is about the practices of four primary school teachers in organizing classroom activities in a Finnish primary school. It is based on a dialogical ethnographic research process in which pedagogic interaction in the school institution, power relations and construction of knowledge are analysed using feminist post-structuralist approach. Pedagogy and research are considered as parallel practices which are constructed by the “cosmopolitan reason” (Popkewitz 2007). In the study the focus has been on questioning the position the teacher takes in relation to pupils. The research shows how the teacher in the classroom embodies the cultural construction of a school as an institution and this institution frames the agency positions of the teacher as well as students quite tightly. This is concretized in the interpretations of floor plans of the classrooms and of the power relations working in the pedagogical relationship tuned up in the classroom space in between the teacher’s and pupils’ places, their posing in the space and by the pedagogical modes of address (Ellsworth 1997) teachers use in the space. The researcher’s position in the methodological and epistemological space of the academic institution of knowledge is considered as parallel to that of the teacher.