COUNTERACTING OF EDUCATIONAL INEQUALITIES THROUGH THE DIGITIZATION OF EDUCATION: AN ANALYSIS FROM THE PERSPECTIVE OF THE THEORY OF SYMBOLIC VIOLENCE
COUNTERACTING OF EDUCATIONAL INEQUALITIES THROUGH THE DIGITIZATION OF EDUCATION: AN ANALYSIS FROM THE PERSPECTIVE OF THE THEORY OF SYMBOLIC VIOLENCE

Summary/Abstract: The present paper uses the concept of “symbolic violence” to explain the causes of certain educational inequalities, including limited access to some resources, including technology. The reference to P. Bourdieu’s theory regarding symbolic violence is the theoretical framework adopted by us in order to question the principle of equity in formal education. Up to Bourdieu, the school was recognized as an institution of the reproduction of theoretical and practical knowledge. The French sociologist’s merit lies in that he proved its role in the production/reproduction of class relations, of society in its essence. By revealing a series of mechanisms of social and cultural reproduction through formal education, the French sociologist, together with J. Passeron, clarified symbolic violence as a form of gentle, invisible violence, not acknowledged as such. They explain the inequalities of the academic success by cultural and motivational factors: the inequalities appear due to the fact that formal education applies the same treatment to the pupils who are not equally armed with the elements of school culture. Symbolic violence can take the form of denying access to resources or limiting the realistic aspirations of young people. Thus, e-learning platforms that require high-speed internet provide important materials and learning experiences to which not all students have access. On the other hand, conservatives believe that too much emphasis is placed on these technological changes, to the detriment of other curricular innovations. The paper presents not only the impact of the theory put forward by the French sociologists in their analysis of school practices characterized by exclusion, marginalisation, inequity, but also the optimizing perspective introduced by Bourdieu. It is a good idea to bring again to the attention of practitioners, researchers and decision-makers in the field of education, the problems of the reproduction in the academic area of some social and cultural inequalities; in this way, interest can be raised in assessing the impact of the educational policies destined to increasing equity in the field of education.

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