Eva Schneider examines potential cultural educational processes in the classroom discourse of a high school learning group in bilingual political education, focusing on the teaching piece "Village Foundation" by Petrik. The author conceptualizes cultural educational processes by integrating postcolonial theory according to Bhabha and postmodern theory according to Butler, along with a transformative understanding of education according to Koller, framing them as cultural (subject) educational processes. Through her case study, she provides an empirical contribution to the objectification of the discourse surrounding the assumed cultural potential of bilingual education. The documentary analysis of the lesson transcripts, following Bohnsack's methodology, deconstructs the previous assumption of bilingual education as a Third Space with hybrid students and reveals, among other things, how significantly cultural positioning is subjected to institutional discursive power.