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The impact of symbolic violence on the perceived choices of trainee primary school teachers: A poetic perspective

Manison, Laura; Rosenberg, Catherine

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Authors

Laura Manison Laura.Manisonshore@uwe.ac.uk
Senior Lecturer in Primary Partnership Manager

Catherine Rosenberg Catherine.Rosenberg@uwe.ac.uk
Associate Director (Education - Professional Development)



Contributors

Timothy Clark
Editor

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 the 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.

Online Publication Date Jun 4, 2024
Publication Date Jun 4, 2024
Deposit Date Aug 20, 2024
Publicly Available Date Aug 20, 2024
Publisher Emerald
Pages 47-64
Book Title Critical Perspectives on Educational Policies and Professional Identities: Lessons from Doctoral Studies
Chapter Number 4
ISBN 9781837533336
DOI https://doi.org/10.1108/978-1-83753-332-920241004
Public URL https://uwe-repository.worktribe.com/output/12795792

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