Akademik Veri Yönetim Sistemi
JOURNAL OF ECONOMY CULTURE AND SOCIETY, cilt.70, ss.1-14, 2024 (ESCI)
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