Supportive pedagogical relationships with sensitive bonding are an integral part of good inclusive pedagogy. However, a relationship in pedagogical contexts that is oriented towards recognition of all learners and refrains from discrimination and devaluation of certain students is not always present. Observations of scenes of teacher-student interactions show that on average about ¾ of all teacher-student interactions are appreciative and neutral, while about 1/4 of all teacher-student interactions are hurtful; about 5% of these are even strongly hurtful (Prengel & Zapf, 2012). The workshop aims to sensitize prospective teachers to appreciative relationships and to address their own competencies for shaping pedagogical relationships through orientation on the "Reckahn Reflections on the Ethics of Pedagogical Relationships". The guiding question here is how an appreciative relationship level can be achieved with all learners within pedagogical relationships. For this purpose, theoretical content on inclusion, the UN Convention on the Rights of Persons with Disabilities, and the general topic of recognition will be addressed and personal experiences discussed.
