Analyzing Symbolic Violence Phenomenon in Project Schools
The purpose of the study is to determine whether teachers are subjected to symbolic violence by administrators and, if they are, to disclose the practices of symbolic violence, the reasons behind it, and the reactions of teachers in the face of symbolic violence. The study was conducted using a sing...
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| Format: | Article |
| Language: | English |
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Istanbul University Press
2024-12-01
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| Series: | Journal of Economy Culture and Society |
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| Online Access: | https://dergipark.org.tr/en/download/article-file/3746982 |
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| author | Mithat Korumaz Tuğba Konal Memiş |
| author_facet | Mithat Korumaz Tuğba Konal Memiş |
| author_sort | Mithat Korumaz |
| collection | DOAJ |
| description | The purpose of the study is to determine whether teachers are subjected to symbolic violence by administrators and, if they are, to disclose the practices of symbolic violence, the reasons behind it, and the reactions of teachers in the face of symbolic violence. The study was conducted using a single case-holistic design. The context of this study is a prestigious and well-established project high school located in one of the high-income districts of Istanbul. The participants of the research consisted of 14 project school teachers, all of whom were selected using the criterion sampling method. A semi-structured interview form, observation, and document analysis were employed in the study to collect data. The data were analyzed through thematic analysis. This study highlights three themes that are ‘incidents of symbolic violence’, ‘roots of symbolic violence at project schools’ and ‘reactions to symbolic violence’. The results demonstrate that teachers are exposed to symbolic violence, which is more visible and severe in the vertical hierarchy at school. Symbolic violence practices are exercised not only by administrators but also by the state, colleagues, and parents against teachers. Regarding the reasons for symbolic violence at project schools, administrators with high symbolic capital, pressure groups (parents/media), and pressure on success are prominent. Lastly, the study discloses that teachers mostly succumb when confronted with symbolic violence; however, some of them resist it and even choose to respond or remain unresponsive. |
| format | Article |
| id | doaj-art-35863e13f216431997a1c96f57ccfc6c |
| institution | Kabale University |
| issn | 2645-8772 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Istanbul University Press |
| record_format | Article |
| series | Journal of Economy Culture and Society |
| spelling | doaj-art-35863e13f216431997a1c96f57ccfc6c2025-02-04T10:17:41ZengIstanbul University PressJournal of Economy Culture and Society2645-87722024-12-017010712010.26650/JECS2024-14413084Analyzing Symbolic Violence Phenomenon in Project SchoolsMithat Korumaz0https://orcid.org/0000-0003-1800-7633Tuğba Konal Memiş1https://orcid.org/0000-0002-4612-2236YILDIZ TECHNICAL UNIVERSITY, INSTITUTE OF SOCIAL SCIENCES, EDUCATIONAL ADMINISTRATION (DR)YILDIZ TECHNICAL UNIVERSITY, INSTITUTE OF SOCIAL SCIENCES, EDUCATIONAL ADMINISTRATION (DR)The purpose of the study is to determine whether teachers are subjected to symbolic violence by administrators and, if they are, to disclose the practices of symbolic violence, the reasons behind it, and the reactions of teachers in the face of symbolic violence. The study was conducted using a single case-holistic design. The context of this study is a prestigious and well-established project high school located in one of the high-income districts of Istanbul. The participants of the research consisted of 14 project school teachers, all of whom were selected using the criterion sampling method. A semi-structured interview form, observation, and document analysis were employed in the study to collect data. The data were analyzed through thematic analysis. This study highlights three themes that are ‘incidents of symbolic violence’, ‘roots of symbolic violence at project schools’ and ‘reactions to symbolic violence’. The results demonstrate that teachers are exposed to symbolic violence, which is more visible and severe in the vertical hierarchy at school. Symbolic violence practices are exercised not only by administrators but also by the state, colleagues, and parents against teachers. Regarding the reasons for symbolic violence at project schools, administrators with high symbolic capital, pressure groups (parents/media), and pressure on success are prominent. Lastly, the study discloses that teachers mostly succumb when confronted with symbolic violence; however, some of them resist it and even choose to respond or remain unresponsive.https://dergipark.org.tr/en/download/article-file/3746982symbolic violencehabituscapitalfieldproject school |
| spellingShingle | Mithat Korumaz Tuğba Konal Memiş Analyzing Symbolic Violence Phenomenon in Project Schools Journal of Economy Culture and Society symbolic violence habitus capital field project school |
| title | Analyzing Symbolic Violence Phenomenon in Project Schools |
| title_full | Analyzing Symbolic Violence Phenomenon in Project Schools |
| title_fullStr | Analyzing Symbolic Violence Phenomenon in Project Schools |
| title_full_unstemmed | Analyzing Symbolic Violence Phenomenon in Project Schools |
| title_short | Analyzing Symbolic Violence Phenomenon in Project Schools |
| title_sort | analyzing symbolic violence phenomenon in project schools |
| topic | symbolic violence habitus capital field project school |
| url | https://dergipark.org.tr/en/download/article-file/3746982 |
| work_keys_str_mv | AT mithatkorumaz analyzingsymbolicviolencephenomenoninprojectschools AT tugbakonalmemis analyzingsymbolicviolencephenomenoninprojectschools |