The Pedagogies of Precariat and Symbolic Violence in the Neoliberal Education System: A Case Study

The purpose of this study is to investigate the impact of neoliberal policies on the teaching profession through the lens of Bourdieu’s concept of symbolic violence and the perspective of precarity. A qualitative case study method is employed with maximum variation sampling, involving participants composed of tenured, contracted, and hourly-paid teachers from public schools as well as teachers from private schools in the Gaziemir District of İzmir Province. Data were collected through semistructured interviews and subjected to content analysis. Five major themes emerged from the findings. The theme of restriction of professional autonomy by political and administrative expectations illustrates how centralized policies and ideological expectations exclude teachers from pedagogical decision-making. The perception of audit mechanisms as symbolic violence reveals that performance-oriented, continuous supervision creates implicit pressures on teachers. Teachers’ position in decision-making processes indicates that they are reduced to passive implementers in terms of school policies and curriculum development. Inequalities in recognition and professional development highlight discriminatory practices in career advancement and professional opportunities. Lastly, the erosion of teacher authority theme demonstrates the declining respect and authority of teachers in their relationships with parents and students. The results underline the need for structural and cultural transformations to strengthen teachers’ professional standing.