From a German perspective, we still know surprisingly little about schools and teaching in France. Until now, there has been a rather carefree assumption about supposed differences in German and French classrooms. It has only been since the 1990s that works have emerged questioning whether the constitutive features attributed to the French school system can also be found at the level of interaction in the classroom. The idea that the roles in teaching and the design of a classroom can be seamlessly derived from the historical genesis of the French or German school system is far from self-evident. Against the backdrop of this literature, the present volume is understood as a continuation of investigations that ask whether the typifying attributions that characterize the differences...