Contemporary Dialogue

Abstract

Existing research on the relationship between education and social stratification has underscored a host of organizational, institutional, and psychosocial mechanisms. It is through these mechanisms that contemporary pedagogy perpetuates an inequitable distribution of educational credentials, as well as the economic and social rewards that accompany them. The paper aims to unite profound theoretical knowledge with empirical research and analysis. The paper will provide not only a strategic engagement with the theoretical architecture of Bourdieu’s work, but also its relevance in the Indian schooling system. It addresses the need to elaborate the concept of school as a site of cultural and social reproduction, aiming to address some of the questions that need immediate consideration.