One of the most fundamental questions of educational science and practice is who the subject of education or pedagogy is in the roles of both educator and educated person. What kind of characteristics does this subject have? What is the concept of „human nature” lying behind their development? What are the ideals of humanity forming the goals of this process? Education science should be fertilized by these anthropological reflections and should be based upon a multi-layer study of human reality. The goal of our Research Group is to develop theoretical knowledge and to do empirical research on the human being as the subject of education in its social, cultural, psychological and pedagogical dimensions. 

The focus of my methodological research is educational ethnography. My research studies and papers about this methodological paradigm or approach consider and interpret it in the broader context of research ontologies and epistemologies. I particularly concentrate on the topics of participation, interpretivity, narrativity, postmodern and critical ontologies and epistemologies, and autoethnography.   

In my ethnographic and theoretical research, I focus on the problem of educational inequalities. Particularly, I try to unfold how the micro-level happennings are embedded in the broader socio-economic system. I also aim at inquirying the transformative potentials of education using the perspective of critical pedagogy. Besides the central concept of social class and class relations, I pay particular attention to the dimension of gender and gender inequalities in education.