DOI: https://doi.org/10.36719/2706-6185/57/66-70
Goshgаr Bаylаrov
Аzеrbаijаn Stаtе Pеdаgogiсаl Univеrsity
https://orсid.org/0000-0002-5411-1959
goshgаr.bаylаrov@gmаil.сom
Hаsаn Sаmаdov
Аnаdolu Univеrsity
https://orсid.org/0009-0009-5343-7605
hеsеnsеmеdov01@gmаil.сom
Symbolic Power and Social Reproduction in Education:
Pierre Bourdieu's Perspective
Abstract
This article examines the relationship between symbolic power and social reproduction in education through the theoretical framework of Pierre Bourdieu. It aims to uncover how the education system, presented as neutral within the discourse of meritocracy, interacts with the social structure, particularly through the distribution and legitimation of cultural capital. The study discusses Bourdieu’s key concepts such as habitus, cultural capital, field, and symbolic power and demonstrates their analytical value in explaining how social inequalities are reproduced within educational institutions. Although the education system is formally grounded in the principle of equal opportunity, it often treats the cultural capital of dominant social groups as a universal standard. Through symbolic power, social differences are legitimized and reproduced in subtle ways. Furthermore, under conditions of globalization and neoliberalization, mechanisms such as standardized assessments, performance indicators, and rankings appear objective but frequently advantage culturally privileged groups. The education system is therefore understood as a paradoxical institution that simultaneously enables social mobility and maintains existing social hierarchies.
Keywords: education, symbolic power, social reproduction, cultural capital, habitus, Pierre Bourdieu