Research On Educational Inequality Thought Under The Horizon Of Bourdieu’s Cultural Capital Theory

There is educational inequality phenomenon in all middle and primary schoolswith new culture direction. It urgently need to be studied deeply. But cultural capitalis the analytical framework of Bourdieu’s cultural capital thought. The educationalinequality thought has some influence in the theory on all middle and primary schoolsin our country.The study stated detailedly Bourdieu’s culture capital thought by means ofdocumentary method and theoretical analysis method. Meantime, It also based on thedefinition of the concepts of educational inequality. The research analized educationalinequality thought in systematic ways under the horizon of Bourdieu’s cultural capitaltheory. It found the problems which existed in educational starting point, process andresult. Then the research evaluated and had some enlightenment. The study consists offive parts.The first part is the introduction of study. It mainly includes the issues andresearch significance, sorting out literature reviews home and abroad and proposingresearch methods.The second part is concrete content of Bourdieu’s cultural capital thought. Itmainly includes the connotation of the concept of cultural capital, the classification ofthe form of cultural capital, the acquisition and successive mode of cultural capitaland the secret function of cultural capital.The third part is the dialysis of educational inequality thought under the horizonof Bourdieu’s cultural capital theory. Through documentary method and theoreticalanalysis method, the study analyzed educational inequality thought. The part revealsthe inequality in the educational starting point firstly. It consists of the formativedifference from the inheritance and accumulation of family culture capital as well asthe inequality on account of cultural cultivation in the different economic background.Then it explores innovatively the inequality of educational process. Especially itconsists of the inequality for alienation of communication between teachers and pupils, the generated violence due to pedagogic discourse power and the inequalityfor improper different treatment. Finally, the difference of scholastic achievementleads to the result of educational inequality.The fourth part is to analyze the evaluation and enlightenment of cultural capitalthought. The study evaluates culture capital thought from the positive effect andlimitation. It also enlightens the development of our Chinese basic educationalequality from three aspects. Separately, it explores the way of reducing the diversityof family cultural capital, notices and implements the development of educationalprocess equality in all middle and primary schools, narrows the difference ofscholastic achievement.The last part is the conclusion. It sums up the research and gives a summery ofthe achievement as well as some possible research direction.