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<p>Based on the theoretical consideration that school culture and teachers can be unconsciously involved in the reproduction of educational inequalities, this article examines how school fields are structured by the logics and mechanisms of the forms of capital (Bourdieu <CitationRef CitationID="CR9">1982</CitationRef>, <CitationRef CitationID="CR8">1985</CitationRef>). School interactions are analysed with regard to processes of <i>D</i><i>oing</i> <i>D</i><i>if</i><i>ference</i> and the associated maintenance of symbolic domination (Bourdieu <CitationRef CitationID="CR5">2005</CitationRef>). The manifestation of the teacher’s habitus, the (re)production of differences (Fenstermaker and West <CitationRef CitationID="CR19">2001</CitationRef>; Walgenbach <CitationRef CitationID="CR43">2017</CitationRef>) in these interactions and the role of the specific school culture is examined. The aim of the analysis is to show how school culture can influence interactions in the classroom and if education inequalities are reproduced.</p><p>Empirically, the study is based on an ethnographic approach: the school culture of a&#xa0;secondary school was analyzed by means of participant observation, informal conversations and vignette research. It explores the extent to which school routines and the often unconscious actions of teachers contribute to the stabilization and legitimization of social inequalities—especially in the context of socially deprived school locations. Based on the results, the article discusses which changes are necessary at different levels in order to prevent educational inequality.</p>

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Soziale Ungleichheit und Doing Difference in der Schule – Zum Einfluss von Schulkultur auf Interaktionen

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  • 发表日期：

    2025年8月6日

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  • Jasmina Deljanin-Hudelist

摘要

Based on the theoretical consideration that school culture and teachers can be unconsciously involved in the reproduction of educational inequalities, this article examines how school fields are structured by the logics and mechanisms of the forms of capital (Bourdieu 1982, 1985). School interactions are analysed with regard to processes of Doing Difference and the associated maintenance of symbolic domination (Bourdieu 2005). The manifestation of the teacher’s habitus, the (re)production of differences (Fenstermaker and West 2001; Walgenbach 2017) in these interactions and the role of the specific school culture is examined. The aim of the analysis is to show how school culture can influence interactions in the classroom and if education inequalities are reproduced.

Empirically, the study is based on an ethnographic approach: the school culture of a secondary school was analyzed by means of participant observation, informal conversations and vignette research. It explores the extent to which school routines and the often unconscious actions of teachers contribute to the stabilization and legitimization of social inequalities—especially in the context of socially deprived school locations. Based on the results, the article discusses which changes are necessary at different levels in order to prevent educational inequality.