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"Machine generated contents note: I.THEORETICAL AND HISTORICAL PERSPECTIVESA.Status Attainment and Social Mobility1.The "Rationalization" of Education and Training /​ Max Weber2.Social and Cultural Mobility /​ Pitirim Sorokin3.Sponsored and Contest Mobility and the School System /​ Ralph H. Turner4.Status Attainment Processes /​ Alejandro PortesB.Human Capital, Cultural Capital, and Social Capital5.Human Capital /​ Gary S. Becker6.Cultural Capital: Allusions, Gaps, and Glissandos in Recent Theoretical Developments /​ Annette Lareau7.Schools, Families, and Communities /​ Thomas HofferC.Changing Theories of Education Systems8.The First Element of Morality: The Spirit of Discipline /​ Emile Durkheim9.The School and the Community /​ Willard Waller10.Functional and Conflict Theories of Educational Stratification /​ Randall Collins11.The Long Shadow of Work /​ Pete"

"Penelitian ini bertujuan untuk mendeskripsikan terjadinya kekerasan simbolis terhadap peserta didik miskin melalui pengajaran Bahasa Inggris. Oleh karena itu, penelitian ini mengambil kasus di sebuah Sekolah Menengah Pertama di Jakarta. Kerangka pemikiran Pierre Bourdieu menjadi dasar untuk melakukan analisis atas temuan penelitian. Untuk memperoleh data temuan, maka penelitian ini menggunakan metode kualitatif dengan pendekatan studi kasus. Hasil penelitian menunjukkan bahwa peserta didik miskin tidak memiliki kapital budaya dan habitus yang sesuai dengan tuntutan dalam mata pelajaran Bahasa Inggris di arena pendidikan. Mereka mengalami kekerasan simbolis karena dipaksa untuk menguasai Bahasa Inggris yang melampaui kapasitas mereka lalu mengalami kegagalan berulang kali dalam mata pelajaran Bahasa Inggris. Kekerasan simbolis yang terjadi beroperasi melalui enam elemen, yakni Sistem Pendidikan, Otoritas Sekolah, Aksi Pedagogis, Praktik Persekolahan, Praktik Pedagogis, dan Otoritas Pedagogis.

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This research aims to describe symbolic violence towards poor students through english teaching. Therefore this research took place at a Junior High School in Jakarta where the case was located. This research utilized Pierre Bourdieu's framework of thought to analyze all research findings. To gather all data this research used qualitative method with case study model. This research found that poor students don't have enough cultural capital and suitable habitus to adjust to the standard of English Subject at the field of education. They experienced a symbolic violence because they were imposed to reach the standard of English that exceeded their capacity which was the source of their recuring failure. Symbolic violence occured through six elements that are Educational System, School Authority, Pedagogic Action, Work of Schooling, Pedagogic Work, and Pedagogic Authority."