![]() This work de-emphasized the role of self-selection, and developed a substantially more nuanced account of the relation between education and social mobility. In contrast, Bourdieu’s later work sought to develop a model of the relation between education and social inequality that had significant cross-national scope. However, these works were uniformly devoted to identifying the peculiarities of the (then) contemporary French system, considered to be an exemplar of a distinct (“traditionalistic”) institutional form. During the early period, Bourdieu asserted the salience of both self-selection and institutional selection in shunting students into class destinations that echoed their class origins. A coherent account of this work must distinguish, at minimum, two phases to Bourdieu’s thoughts on education. ![]() Decades after the publication of his key works, Pierre Bourdieu’s sociology of education remains the object of persistent misunderstanding. ![]()
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