The Students versus The Anachronic Educational System.

Students’ Protests in The Context of Dysfunctional Manifestations of the Symbolic Violence.

Abstract

Aim. The purpose of the paper is presentation of a reflection regarding selected elements of symbolic violence present within the educational environment, and some strategies of student’s society resistance. The example of a symbolic violence chosen there is an axiological determinism present in the institutions of education. Said determinism is intertwined with an intentional (and counterproductive) isolation of a school discourse from the real experiences of the students. Such phenomena, addressed in the paper, is focused (mainly, however: not exclusively) on such topics as: sexuality, political, social and ethical controversies, while the students’ protests serve as an exemplification of this dynamic.

Methods. An analysis of the current (regarding the event) informational materials. The theoretical frame for this purpose is Pierre Bourdieu’s  (Bourdieu, 2004 s. 45)) concept of symbolic violence, his and Jean-Claude Passeron’s (Bourdieu, Passeron, 2006) critique of the system of education, and Michel Foucault’s (Faucault, 2009) concept of institution of power (such as: hospital, prison or school).

Conclusions. The strategies of violence present in educational institutions (reactionary acting up, anachronic axiological patterns, depreciation of students’ beliefs and convictions) result in:

• Increasing the cognitive and axiological dissonance for the students’ and educational staff alike,
• Waning of the effective school’s pressure and because of this – diminution of an actual effectiveness of this institution symbolic violence built upon a reactionary pattern. Which taken together leads to:
• Exacerbation of desire to active contestation (e.g., by participating in the strikes or other social protests).

An anachronism of the school as an institution led to the search for new alternative community. The students organized an alternative means of expression and participation. Taking their participation in the Woman’s Strike as an example, it may be observed as students’ language become significantly political and their need for confrontative approach to the schools’ “taboo” increased.

Keywords: symbolic violence, educational institution, power, educational environment, students