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DOI :10.26650/JECS2024-1441308   IUP :10.26650/JECS2024-1441308    Full Text (PDF)

Analyzing Symbolic Violence Phenomenon in Project Schools

Tuğba Konal Memiş, Mithat Korumaz

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.

Keywords: symbolic violence, habitus, capital, field, project school

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APA

Konal Memiş, T., & Korumaz, M. (2024). Analyzing Symbolic Violence Phenomenon in Project Schools. Journal of Economy Culture and Society, 0(70), 107-120. https://doi.org/10.26650/JECS2024-1441308


AMA

Konal Memiş T, Korumaz M. Analyzing Symbolic Violence Phenomenon in Project Schools. Journal of Economy Culture and Society. 2024;0(70):107-120. https://doi.org/10.26650/JECS2024-1441308


ABNT

Konal Memiş, T.; Korumaz, M. Analyzing Symbolic Violence Phenomenon in Project Schools. Journal of Economy Culture and Society, [Publisher Location], v. 0, n. 70, p. 107-120, 2024.


Chicago: Author-Date Style

Konal Memiş, Tuğba, and Mithat Korumaz. 2024. “Analyzing Symbolic Violence Phenomenon in Project Schools.” Journal of Economy Culture and Society 0, no. 70: 107-120. https://doi.org/10.26650/JECS2024-1441308


Chicago: Humanities Style

Konal Memiş, Tuğba, and Mithat Korumaz. “Analyzing Symbolic Violence Phenomenon in Project Schools.” Journal of Economy Culture and Society 0, no. 70 (Dec. 2024): 107-120. https://doi.org/10.26650/JECS2024-1441308


Harvard: Australian Style

Konal Memiş, T & Korumaz, M 2024, 'Analyzing Symbolic Violence Phenomenon in Project Schools', Journal of Economy Culture and Society, vol. 0, no. 70, pp. 107-120, viewed 22 Dec. 2024, https://doi.org/10.26650/JECS2024-1441308


Harvard: Author-Date Style

Konal Memiş, T. and Korumaz, M. (2024) ‘Analyzing Symbolic Violence Phenomenon in Project Schools’, Journal of Economy Culture and Society, 0(70), pp. 107-120. https://doi.org/10.26650/JECS2024-1441308 (22 Dec. 2024).


MLA

Konal Memiş, Tuğba, and Mithat Korumaz. “Analyzing Symbolic Violence Phenomenon in Project Schools.” Journal of Economy Culture and Society, vol. 0, no. 70, 2024, pp. 107-120. [Database Container], https://doi.org/10.26650/JECS2024-1441308


Vancouver

Konal Memiş T, Korumaz M. Analyzing Symbolic Violence Phenomenon in Project Schools. Journal of Economy Culture and Society [Internet]. 22 Dec. 2024 [cited 22 Dec. 2024];0(70):107-120. Available from: https://doi.org/10.26650/JECS2024-1441308 doi: 10.26650/JECS2024-1441308


ISNAD

Konal Memiş, Tuğba - Korumaz, Mithat. “Analyzing Symbolic Violence Phenomenon in Project Schools”. Journal of Economy Culture and Society 0/70 (Dec. 2024): 107-120. https://doi.org/10.26650/JECS2024-1441308



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Submitted22.02.2024
Accepted25.07.2024
Published Online10.09.2024

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