The Impact of Symbolic Violence on the Perceived Choices of Trainee Primary School Teachers: A Poetic Perspective ¹

Abstract

This chapter explores the theme of symbolic violence (Bourdieu, 2001; Thapar-Björkert et al., 2016), a central theme in my doctoral thesis.

My thesis looked at the experiences of a group of female undergraduate students in their first year of Initial Teacher Education in Primary Education at the university where I teach. I explored the perceived choices my participants made in terms of choosing to become primary school teachers, arguing that symbolic violence is a controlling force in society so powerful and insidious that ‘individuals do not question their own role in the production and reproduction of domination and subordination’ (Thapar-Björkert et al., 2016, p. 9). Through class and gender, primary school teaching has insidiously presented itself to be a suitable profession for young women.

I position myself as a woman from working-class origins who made the choice to become a primary school teacher and who has recognised the impact of symbolic violence. As a result, some of this chapter is written from an autoethnographic perspective. My overarching methodological approach is narrative inquiry and I have used poetry to present my data throughout. My co-author, Catherine, was one of my doctoral supervisors and we were drawn together by our shared investment in narrative and the impact of early experiences on our subsequent selves. For this chapter, we present our own narrative poems describing the impact of symbolic violence on our own lives alongside that of the participants.

Citation

Manison, L. and Rosenberg, C. (2024), "The Impact of Symbolic Violence on the Perceived Choices of Trainee Primary School Teachers: A Poetic Perspective ¹ ", Waller, R., Andrews, J. and Clark, T. (Ed.) Critical Perspectives on Educational Policies and Professional Identities, Emerald Publishing Limited, Leeds, pp. 47-64. https://doi.org/10.1108/978-1-83753-332-920241004