Teachers and habitus: the contribution of teachers’ action to the reproduction of social inequality in school education

Abstract

This article describes the relationship between educational and social inequality. Thes tarting point is the typological field of teacher habitus. It starts from the assumption that teachers contribute to social inequality in school everyday life, even if it is an unconscious process. Similarly, their own backgrounds help develop different pedagogical principles. From these assumptions, the article shows the results of an investigation about German teachers’ pattern of action and highlights the need for further research in this direction.