38 KB226 KB37 KB200620202012Štrajn, Darkoštevilka:1/2letnik:23str. 73-83, 266-268ISSN:1581-6036COBISSID:2406743URN:URN:NBN:SI:doc-XEPVQMFEenSlovensko društvo raziskovalcev šolskega poljaŠolsko poljedružbaeducationideologijaideologymočpowerraziskaveresearchschoolShakespearesocietyšolevzgoja in izobraževanjeReproduction of society through education|Whenever we mention the very term "reproduction" in the context of education, we cannot avoid the seminal work of Pierre Bourdieu and Jean- Claude Passeron,simply entitled Reproduction. As implied in their book, it is necessary to construct a system of relations between the educational system and the other sub-systems. A relative autonomy of the educational system is always "the counterpart of a dependence hidden to a greater or lesser extent by the practices and ideology authorized by that autonomy". The problem of the functioning of an educational system in this regard is a matter of much dispute. It is far more important how a school system functions than how its role in a society is declared. Most of the national education systems are declared as being open to everyone, but they eff ectively result in segregation, usually on the basis of a pupil's social class. Policy-makers and researchers of education are caught in the crossfire of controversies that cannot be easily solved. Bourdieu's and Passeron's work should still be remembered due to its paradigmatic and theoretical importance, transcending the limits of the time when it was published. The discursive fi eld, formed by educational system interacting with other systems within a society, is structured by reproductive projections and schemes, which contain incorporating agencies. Social expectations from education in the lower social strata are hindered by many dominant views concerning pupil's social origin. In the era of late neo-liberal domination, there are symptoms, which expose counter tendencies against a definition of education as a "big social equaliser" and as an instrument of social upward mobility. A recent film, Anonymous (2011) by Ronald Emerich, which is built on the myth of Shakespeare's non-authorship, is a case in pointKadarkoli omenimo sam izraz ,reprodukcijaĆ v okviru izobraževanja, se ne moremo izogniti vplivnemu delu Pierre Bourdieuja in Jean-Clauda Passerona, preprosto naslovljenega Reproduction. Kot pravita v svoji knjigi, je treba zgraditi sistem odnosov med izobraževalnim sistemom in drugimi podsistemi. Relativna avtonomija izobraževalnega sistema je vedno "protipostavka odvisnosti bolj ali manj prikrite s prakso in ideologijo, ki ju avtorizira omenjena avtonomija". Problem delovanja izobraževalnega sistema je v tem pogledu precej sporen. Veliko bolj je pomembno, kako šolski sistem deluje, kot to, kako je deklarirana njegova vloga v družbi. Večina nacionalnih izobraževalnih sistemov naj bi bilo odprtih za vsakogar, vendar v njih dejansko deluje segregacija, običajno na podlagi učenčeve pripadnosti družbenemu razredu. Oblikovalci politik in raziskovalci izobraževanja so ujeti v navzkrižnem ognju polemik, ki jih ni mogoče enostavno rešiti. Bourdieujevo in Passeronovo delo je treba še pomniti zaradi njegovega paradigmatskega in teoretskega pomena, ki presega meje časa, ko je knjiga bila objavljena. Diskurzivno polje, ki ga oblikuje izobraževalni sistem v interakciji z drugimi sistemi znotraj družbe, je strukturirano z reproduktivnimi projekcijami in shemami, ki vsebujejo utelešene agense. Družbena pričakovanja od izobraževanja v nižjih družbenih slojih ovirajo številna prevladujoča mnenja o socialnem izvoru učencev. V času pozne neoliberalne nadvlade najdemo simptome, ki označujejo nasprotne težnje opredelitvi izobraževanja kot velikega družbenega izenačevalnika in kot instrumenta socialne mobilnost navzgor. Nedavni film, Anonymous (2011) Ronalda Emericha, ki je zgrajen na mitu Shakespearjevega ne-avtorstva, je tak primerTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaSlovensko društvo raziskovalcev šolskega polja