In What Ways Should Curriculum Response To Lower-Class Students’s Experiences Of Educational Conflicts

Based on the study of Bourdieu’s awareness toward school educational conflicts and his response to that, the research target of this thesis is to discuss how to build up an effective way of curriculum and teaching, in order to eliminate the experiences of educational conflicts of those lower-class students, and consequently making those students get on the road of academic development like Bourdieu. Complying with the target, the thesis’s study will be related to the following major issues:Firstly, having sorted through Bourdieu’s experiences of educational conflicts, the thesis is to study what educational conflicts Bourdieu had suffered as a lower-class student during his school period time.Secondly, the thesis is to analyse how Bourdieu recognize the experiences of educational conflicts as a lower-class student, that is, studying how Bourdieu defined the formation mechanism of experiences of educational conflicts. Specifically, it involves two aspects:One is that Bourdieu regarded the school education as the cultural reproduction mechanism of upper and middle ranks of society, which surely will cause the cultural discrimination against the lower-class students. And the other is that Bourdieu described the classification of lower-class students’sufferings in school and school language violence, and disclosed the tense relationship of Knowledge teaching which lower-class students suffered.Thirdly, the thesis is to study what struggling ways Bourdieu had adapted when he faced the tense relationship of knowledge teaching. Revolved around those questions, the thesis is thus going to draw the outline of Bourdieu’s knowledge struggling ways which related with seeking knowledge logically and doing educational academic research to be immune to his educational conflict he ever suffered.Finally, based on Bourdieu’s awareness and his struggling methods together with combing the reality, the thesis is to construct the essential teaching ways for curriculum’s development, which can eliminate the experiences of educational conflicts. That means this method’s basic content and significance should include some facets, such as curriculum polices, teachers’professional development, as well as the teaching practice.