Florian Weitkämper

Dr. Florian Weitkämper serves as Academic Council member and Assistant Professor in the Department of General Educational Science at the University of Education Freiburg's Faculty of Educational Science. His institutional roles include Convenor of EERA Network 19 (Ethnography), membership in the German Educational Research Association (DGfE), and participation in university governance through the Personnel Committee and Senate Equality Commission.

His research centers on social inequality reproduction in schools through ethnographic examination of teacher-pupil authority dynamics, inclusion practices, and vulnerability negotiations. Methodologically, he specializes in reconstructive social research, conversation analysis, and methodological triangulation, with significant contributions through the QUASUS qualitative research portal which he coordinates. His work critically examines how everyday classroom interactions perpetuate structural inequalities while exploring pathways toward inclusive education.

Weitkämper's publications reveal consistent focus on relational authority construction and symbolic exclusion mechanisms across diverse educational settings. His recent international engagements demonstrate growing recognition in educational ethnography, with invited talks at Concordia University, Strathclyde University, and multiple DAAD-funded research visits across North America.

• DAAD Research Scholarship (Copenhagen, Rajshahi)
• Friedrich-Ebert-Stipendium (2014-2016)
• Youth Peace Prize for Inclusive Children's Leisure (2015)
• York University Guest Professorship (2023)
• Simon Fraser University Visiting Scholarship (2023)

As principal investigator of the "Reconstructive Inclusion and Difference Research" workshop and coordinator of the QUASUS methods portal, Weitkämper actively shapes methodological discourse in educational research. His peer review activities for journals including Educational Review and ZSE demonstrate scholarly leadership. Current projects examine transnational ethnographic collaboration and vulnerability dynamics in teacher-student relations through multiple international partnerships.