The Misadventures of Pedagogical Authority. A case study

Abstract

In Reproduction, the concept of pedagogical authority refers to the unquestioned acceptance of the content taught and the legitimacy of the educator. According to Bourdieu and Passeron, this authority would be a central element for the functioning of the school system. Based on qualitative research in a Spanish university, we investigate the conditions under which pedagogical authority is maintained or weakened. This authority is weakened for working-class students in professionalising degrees, as they oppose practical knowledge to school knowledge. But it also weakens, for all kinds of students, with the development of moral careers: pedagogical authority becomes weaker as the courses go on. This does not prevent students from studying: in the absence of intrinsic legitimisation, grades and credentials impose a discipline at work.