Based upon Bourdieu's 'theory of capital' and Willis's 'theory of cultural production', the article scrutinizes the interrelation between perceived discrimination, self-exclusion and cultural differentiation. The empirical analysis is based on a longitudinal study by the German Youth Institute, which was set up to explore the transition of young Turks from school to vocational training and employment. The data point out that young immigrants who are dealing with experiences of devaluation of their (origin-)specific cultural capital and who are disadvantaged regarding the accessibility of dominant cultural capital bring about a production of a counterculture. They are less likely to exclude themselves in the sense of internalizing the rightness of the dominant culture.

Although a number of policies tackling educational inequalities have been introduced in recent decades in Europe, educational inequalities exist to a varying extent both in different sub- and supranational contexts. In this article, we address the link between social and educational policies with respect to educational inequalities. Educational policies aim to guarantee opportunities throughout educational trajectories and beyond. They pertain to all areas and the entire duration of the human life. Our contribution to socialpolicy.ch introduces the ongoing Horizon 2020 project PIONEERED on educational inequalities by elaborating on the social problems behind those disparities, and by outlining the project’s conceptual and methodological approaches that join together multilevel, intersectional and life-course perspectives.

No abstract

No abstract

No abstract