A critical overview of the educational institution in the context of Pierre Bourdieu sociology

The educational phenomenon has become one of the privileged areas of sociology. The two fundamental approaches to sociology, the constructivist and conflictual approach, have delivered the right to education at this point. In structuralism, education is a tool of socialization and individuals prepare for social status and roles. The conflicting approach is to study education as a device that reproduces social inequalities. P. Bourdieu shares the same conviction that education is at the point of reproducing social inequalities. According to Bourdieu, however, the only element that reproduces here is not the economic sub-structure. Social origins, cultural affiliations are social means that are effective here. According to him, "habitus" as a system of cultural predispositions plays an active role in determining the success of education. In this way of reading, Bourdieu tries to overcome economic reductionism. Bourdieu sees education as a struggle for combat, so he prefers to use the phrase "educational field" instead of "educational institution". According to him, the education system conceals the economic and cultural inequities behind the success / failure of education over such discourses as "equal opportunity", "talent ideology" and "examination". The education system functions as a sorting / elimination function through "talent ideology". The pedagogical authority that operates the thesis is that "the removal or elimination is not from social distortions, but from individual incompetences." The pedagogical authority turns into a "consent-producing" medium for educational reproduction. The education that adopts the social positions of individuals can be explained as "amor fati" in this context.