Navigating complexity: Tackling educational inequality in a socio-democratic local context

This paper contributes to the study of mechanisms of parental responsibilisation and involvement that solidify unequal educational opportunities and camouflage these, especially from pupils. Drawing on data from Zurich, the biggest city in Switzerland, the authors find that parental responsibilisation plays a crucial role in ensuring that class-based educational inequalities remain unrecognised by pupils at the selective educational transition from primary to secondary education after sixth grade. This article uses an ethnography with children and their families from diverse socioeconomic backgrounds in Zurich to analyse the impact of parents’ and teachers’ practices on pupils’ understanding of educational and other inequalities. The children were preparing for the highly selective entrance exam in the hope of transitioning to the most prestigious secondary school track, the only one that grants unrestricted access to university. The paper argues that class-based inequalities are both intentionally and unintentionally camouflaged from pupils in two ways: first, through the normalisation of strong parental involvement in their children’s education, which is presented as the norm, and second, through parents’ and teachers’ practices of hiding the impact that parental involvement, which differs by social class, has on children’s chances at this transition. Language-based educational inequalities are negotiated in primary schools and families and recognised by pupils, but class-based educational inequalities remain largely unrecognised by pupils. This reinforces their belief in a meritocratic transition that offers almost equal chances for all.

“Cheese and Chips out of Styrofoam Containers”: An Exploration of Taste and Cultural Symbols of Appropriate Family Foodways

This article examines the rise of platform-based elite education through a sociological analysis of Astra Nova and Synthesis Tutor. We connect the emerging field of digital schooling with established frameworks in the sociology of education: Bernstein’s theory of the pedagogic device and Bourdieu’s concepts of capital, habitus, and symbolic violence. Drawing also on scholarship on elite schooling (Ball, Khan, Maxwell & Aggleton, Cookson & Persell, Gaztambide-Fernandez), the analysis demonstrates how platform pedagogy displaces curricular authority, recodes privilege as merit, and extends elite advantage through algorithmic systems. We apply these theoretical frameworks to examples of admissions, pedagogy, and assessment, showing how digital architectures restructure knowledge and reproduce exclusivity. We then provide a critical examination of the wider implications: the potential stratification of provision into tiered variants, the redefinition of teachers’ roles, and the erosion of public accountability in education. By situating platform models alongside the historical practices of elite schools, the article contributes a detailed analysis of how digital infrastructures are reshaping social reproduction and educational inequality. In doing so, the article establishes an agenda for the sociology of elite education that foregrounds digital infrastructures and algorithmic governance as central to the reproduction of privilege in the twenty-first century.

Young people’s perspectives on social and educational inequalities got little attention from broader social theory and have not been prioritised by childhood and youth studies. Similarly, secondary school students’ voices and qualitative experiences with education and education inequality have been missing, particularly in an Irish context. Educational inequality has persisted in Irish education since the state’s independence. The Irish government has partially addressed the issue by introducing the Delivering of Equality of Opportunity in Schools (DEIS) Plan. Despite some positive outcomes of this policy, students attending DEIS schools still experience lower educational outcomes than their peers from non-DEIS schools. DEIS schools encounter different levels of disadvantage, and they cater for a higher percentage of people with intellectual disabilities and often rely on the support provided by charities and philanthropies [Cahill, K. (2021). Intersections of social class and special educational needs in a DEIS post-primary school: School choice and identity. International Journal of Inclusive Education, 28, 7, 977–991; Fleming, B., & Harford, J. (2023). The DEIS programme as a policy aimed at combating educational disadvantage: Fit for purpose? Irish Educational Studies, 42(42), 381–399]. The context of this study is set as an all-girl post-primary school in the wider Cork area, which receives financial and study support from an external alternative education programme exposed to a broader evaluation conducted by UNESCO Child and Family Research Centre, University of Galway. Focus groups and photovoice were introduced to seek students’ experiences with the alternative education programme in the post-primary DEIS school context. Common findings emerging from the data are (a) social inequality and educational opportunities, (b)study and financial support provided by the alternative education programme, and (c) enhanced mental health and well-being. These findings contribute to a further understanding of young people’s experiences with educational inequality in an Irish DEIS school context and emphasise the role of external educational support programmes in tackling such challenges. Students' experiences with educational and broader socio-economic inequalities in Ireland, as presented in this paper, call for system change and policy reform in post-primary education.

Educational system is one of the main factors involved in social structure reproduction. A fundamental role of the national education system, as a tool for cultural and symbolic violence, that ensures reproduction of the social structure of industrial society, is analysed in works of Pierre Bourdieu and Jean­Claude Passeron. Reproduction of inequality in education is explained by using the theory of four types of capital (economic, cultural, social and symbolic) and the dominant role of language practices of dominant groups in schools. Scientists strive with the concept of innate abilities. They consistently defend the idea of differential distribution of abilities and other active properties between students, or rather, groups and factions of social classes according to their social origin, type of socialization, gained cultural and in particular, linguistic capital of the family. The authors of «Reproduction...» distinguish different types of inequality reproduction. So they consider inequality, that expressed in unequal preparation of the students for obtaining cultural skills and appropriation of cultural patterns, which school not only take into account in their programs, but, on the contrary, this deepens inequalities between students who come with different learning abilities. The second type is the forwarding of legitimate culture, that also has the characteristics of social inequality, because it reflects the culture of social ruling classes. The third type of reproduction is the reproduction of the school and its status in society: on the one hand to keep the status, the school must constantly prove its effectiveness in training of senior staff; on the other hand ­ its existence depends on public support and ideology; finally, teachers are interested in reproduction and therefore prepare students capable to transfer learned knowledge and skills. The authors suggest that pedagogical communication is built with preservation of social inequality: the most prepared understand more, the least prepared realize that there are things unavailable for them, so they often refuse to continue their education. Pierre Bourdieu and Jean­Claude Passeron tried to answer the question over how education is organized, what problems in society it solves, whose interests it serves and whose interests it expresses. They answer all these questions, creating a theory of education system, the main elements of which are such concepts as symbolic violence, pedagogical authority, teaching communication, educational system, school authority. For Bourdieu and Passron education by definition is symbolic violence, that each community, each class implements for its members, for own reproduction and control. In fact, the concept of cultural capital explains not only the existing inequality, but broadcasting such inequality for future generations.

This article seeks to understand a Chinese international student's (Hong's) encounters with linguistic racism as symbolic violence as well as why and how he resisted different forms of linguistic racism in different situations. Data findings suggest that linguistic racism as symbolic violence takes different forms through both verbal and nonverbal language under the scrutiny of the white gaze, which produces arbitrary power, control, and domination. This triad of linguistic racism, symbolic violence, and the white gaze formed an intersection, which was practiced through visible and hearable linguistic modalities immediately to subordinate and oppress Hong as a victim. The researchers argue that the triad of linguistic racism, symbolic violence, and the white gaze works hand in glove with each other to construct an intersection, which reproduces and reinforces structures of domination and hierarchy. The researchers, therefore, suggest that more research is needed to deconstruct the complexity and subtlety of the intersection of linguistic racism, symbolic violence, and the white gaze. Educational implications for recognizing and combating linguistic racism are also addressed.

On Pierre Bourdieu<i>Reproduction in Education, Society and Culture.</i>Pierre Bourdieu , Jean-Claude Passeron , Richard Nice<i>Outline of a Theory of Practice.</i>Pierre Bourdieu , Richard Nice

ABSTRACTIt is well known from the research literature that parents are important when it comes to determining individual school experiences, achievements and careers. However, in what way parental background influences education outcomes is less clear. In this article, the focus is on academic socialization as a specific aspect of parents’ influence on children’s school achievements. The main aims are to discuss the relationship between academic socialization and school performance and to discuss some implications of this relationship for the educational system’s role as a producer and reproducer of social inequalities. Firstly, an understanding of the concept of academic socialization is presented. Secondly, implications of research findings pointing to the importance of academic socialization are critically assessed in terms of social inequalities in education. Thirdly, the educational system’s presupposition for academic socialization is discussed in terms of inequity in education and symbolic violence.

This study aims to analyze the existence of symbolic violence hidden behind the use of school uniforms at the elementary school level using Pierre Bourdieu's perspective, especially the concept of habitus in education. School uniforms, which are generally considered a tool to create equality and discipline, also turn out to be a medium of symbolic domination that reproduces social inequality. The approach to this research is a literature study with a descriptive-qualitative method, analyzing how school uniforms, as cultural symbols, contribute to the internalization of dominant values ​​by students. The results of the study indicate that school uniforms function as a device that strengthens the legitimacy of certain social norms, creating the illusion of equality among students. However, differences in socio-economic background remain visible through additional attributes, such as the quality of uniform materials, cleanliness, and accessories, which reflect the economic capital of students' families. This causes students from less dominant social groups to often feel inadequate or unequal, internalizing their subordinate positions. Educational institutions reinforce this symbolic violence through strict rules governing the use of uniforms, making symbolic domination seem natural and legitimate. This study emphasizes the importance of examining symbols in education, such as uniforms, which are often considered neutral but actually function as tools of domination. By understanding the symbolic violence behind school uniforms, it is hoped that a more equitable education system can be built, which not only creates formal uniformity but also embraces inclusivity and social justice.

The article proposes conceptual approaches to the characterizing of mass culture (T. Adorno, M. Horkheimer, J. Baudrillard) including its critique in postmodern cultural thought and considers the advantages of reorienting the research paradigm from the binary opposition of elitist – mass to immersion in the principles of art-activism (B. Groys) on the example of feminist screen study. The author attempts to combine P. Bourdieu's concept of habitus with the emancipatory ideas of gender research to expand the understanding of the problem of symbolic violence. It has been found that some members of the feminist tradition emphasized the family, mostly the husband or the dominant partner, to be the main source of violence. Nowadays, it is obvious that symbolic violence is not concentrated in the family but is scattered in culture (i.e. beauty standards, body shape, etc.). Accordingly, new cultural demands arising as a resistance to certain manifestations of symbolic violence direct/guide to the need for rational construction of one's own project of self.

Do entrepreneurs simply recognize and act on opportunities or do they create opportunities? In this paper I use data from the emergence of the cable industry in Canada and the concepts of habitus, symbolic violence (Bourdieu, 1985; 1989; 1998) and structuration (Giddens, 1984) to theorize opportunity constitution as a social process.

“I Have Always thought that, If I Am Poor, I’m Also Supposed to Study Poorly”

PurposeThe purpose of this case study is to investigate the role of a governmental social audit (SA) practice in enabling emancipation, and changing patterns in the balance of power, position and understandings between dominant micro actors and disenfranchised rural citizens.Design/methodology/approachEnlisting Bourdieu's practice theory concepts of field, habitus, capitals and symbolic violence, the case study is informed by semi-structured interviews at central, state, district, block and village levels as well field observations and secondary data. This study is a part of a larger critical accounting research project conducted in India over four months, covering eight annual implementation cycles.FindingsThe study demonstrates that despite entrenched hegemonic micro forces and public sector corruption, SA's accounting and accountability practices have altered the rules of the game in this field. This emancipatory perspective has redefined deep-seated, generational patterns of power relations and domination, impacting the distribution of capitals and habitus in the daily life of rural citizens.Research limitations/implicationsThis study provides an alternative perspective to understanding governmental SA formats in developing nation contexts at the micro level. In line with Celerier and Botey's (2015) focus on inclusionary and democratic participation, this study challenges the dominant perspective of accounting as strengthening power asymmetries and focuses on its potential as an emancipatory agent.Originality/valueThe paper provides a site of effective implementation of a participative accountability practice in developing nation contexts that offer suggestions to states, countries and policy-makers. This paper also adds to critical accounting literature in the field of SA and social services at a micro level. Drawing upon Bourdieu in this underexplored field, it shines a light on relational elements of change through accounting and accountability practices for researchers and practitioners.

The last ten years has seen increasing concern about the wellbeing of children and young people in schools across the globe. Growing evidence of anxiety and stress have accompanied falling levels of life satisfaction among school children. This article adopts a Bourdieusian analysis, working with concepts of habitus, field and symbolic violence to understand the affective consequences of class inequalities in education. As the article tries to show through a focus on schooling in England, there are different types of class thinking and feeling that characterise different social class positions within the field of education.

This paper explores the salience of the work of Pierre Bourdieu for theorising young men's experience of risk and drugs within a working class community in the North East of England identified by official discourses as a ‘risk environment.’ First, the concepts of field, habitus and practice are introduced. We then discuss the usefulness of these concepts for understanding diversity and contradiction in drug use, risk calculation and everyday life amongst a sample of young men. Data is presented from focus groups and individual interviews taken from a 3-year qualitative study of a ‘risk community,’ identified with reference to the incidence of crime, high unemployment and prevalence of illegal drug use in an area regeneration project. Social-structural determinants of dispositions towards drug use risk and risky behaviours are identified and the role of ‘risk environment’ highlighted. By combining theory with a rigorous empiricism, Bourdieu's work can be useful when exploring ‘risk environments’ and the concept of habitus can enhance understandings of young men's dispositions towards risk and risk taking.