Abstract
The first school day is marked by strangeness: strange children and strange parents in a relatively strange institution and meet up with strange adults in the guise of teachers. What happens in this encounter between strangers? Is it reasonable to expect that strong and lasting relations are about to develop? Does the feeling of strangeness gradually disappear, or does this initial sense of strangeness frustrate the teacher's pedagogical understanding of the students? A critical pedagogical analysis and a phenomenological interpretation of a teacher's welcoming talk to children and parents on the first day of school are presented and compared.
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