Teacher’s Perception in Agreement with Bourdieu’s Social Space: A Paradox?

1. Social Space of positions Evolves Globally

As the results show, I can say that there is always a petite bourgeoisie but that it seems to have changed to the point of no longer corresponding to the description proposed by Bourdieu. It is a bourgeoisie that seems to belong to a new category, which perhaps did not exist at the time of Bourdieu. Thus, the new bourgeoisie that emerged in Distinction today seems to be the new model of society for primary school teachers. Indeed, Bourdieu defined this new bourgeoisie in terms of its hedonistic morality of consumption, the listening of the body, the healthy and balanced diet. This is indeed the case with people who are followed on social networks, for example.

Of course, because of these differences in generations, it is sometimes difficult to compare two generations. But it is still possible to give an opinion on the scheme of Bourdieu in a current context. Although this petite bourgeoisie has evolved, the professions defined in the space of Bourdieu’s social positions still exist today. The teachers are part of it. So, again, can we talk about change?

In view of the different results, I note that the overall capital of teachers has evolved.

The total volume is more important effect of share, in particular, the considerable change at the level of studies. In this sense, there has been an improvement in cultural capital.

Economic capital can only evolve but, as we have seen, it allows the teachers to live properly and to have material goods. Hence, if we had to replace the primary school teachers in the social space of Bourdieu today, their position would be different. It would be higher than the pattern of the time. Obviously, it would continue to be slightly below the secondary school teachers, because of the former’s smaller economic capital.

However, with their master’s level qualifications, it seems difficult to place them at the same level, below secretaries. Moreover, the primary school teachers insist that they do not feel different from high school teachers. They think they belong to the same category. This is one of the points that revolts them most about Bourdieu’s schema.

Secondary and university teachers have always had higher salaries than primary school teachers. Knowing that, in high school, there are a lot of different bonuses (out of class, aggregated, seniority, certified, lecturer, and the like) that cannot be obtained by the primary school teachers. The government said it wanted to balance all kind of teachers, but we are still waiting for changes. I think that would be perfectly legitimate because we have the same level of study. And on the socio-cultural level, I would put them simply at the same level. (Interviewee 4, Skype one-to-one interview, March 10, 2019)

The improvement of primary school teachers over time must have improve their positions in the social space. Admittedly, there is a global movement of improvement in the level of study, which affects all professions. However, this does not call into question the fact that primary school teachers are drawing nearer to secondary school teachers.

Hence, if the schema were to be replicated today, their positions would indeed have moved upward.

2. Social Space of Positions Frozen in times: Stereotypes persisted in Society As I have shown, teachers’ perceptions of Bourdieu’s social space are mixed. Some teachers accept the pattern and others do not. They always agree on economic capital;

however, when it comes to cultural capital, it is quite different. We note a real disagreement, on the part of the interviewees, regarding the place of the primary school teacher in Bourdieu’s diagram.

In contrast to the facts that shows a real improvement of the status of teachers, what society reflects seems very different. Indeed, although their feelings are indeed in disagreement, the interviewees provide us with a different reality. Indeed, I notice that the majority of the teachers, although they think that the diagram is incorrect today, they nevertheless think that it is correct in view of society. The image of teachers in society also plays a very important role in teachers’ perceptions of themselves. Thus, as in the studies I have already noted in the literature review (Lantheaume & Helou 2008; Brown 2008; Collas 2011), teachers seem to occupy a bad place in the society literature. In the interviews, the teachers confirm this feeling. They do not feel recognized or rewarded for

their work. That is what revolts them the most. Their place in the social space of positions seems in this sense to confirm this image.

Hence, in reflection, I ask myself whether the social space of Bourdieu at a time such as the present really reflects the social status of teachers. Or is it a reflection of the image of the teacher in society? The schema seems to be fixed in society even today, and it is in this sense that it is validated by the teachers. Indeed, the concept of habitus, as defined by Bourdieu, seems here sometimes to be confused with stereotypes. The stereotypes of the teacher making, imbued with his or her person, not happy with his or her job and position. Yet apart from the need for social recognition, teachers are happy in their work and the majority like this job. The interviewees even think that this is a requirement for being primary school teachers.

For me to be a teacher, it was always the dream of my life. That’s why I was an educational assistant. Then an animator too. Children have always interested, the relationship we could have with them.. (Interviewee 2, one-to-one interview, December 20, 2018)

Teachers have definitely known that their status has changed over time. It is society that does not seem to accept this ascent and that blocks them. This results in a feeling of non-recognition and devaluation. This can also explain why their salaries remain low—

they are defined, somewhere, by society.