Author(s)

Shuai Wang

Faculty of Social Science & Public Policy, King’s College London, London, UK.

This essay critically explores the true purpose of education through the lens of social class, emphasizing that it extends beyond mere knowledge and skills to encompass the promotion of social justice and equality. The factors influencing the association between education and social class encompass cultural capital, economic determinants, and discriminatory practices within the educational system. Cultural capital, as conceptualized by Bourdieu, refers to non-monetary assets possessed by individuals such as taste, knowledge, and skills that can significantly impact their access to education and subsequent success within it. Economic factors including financial stability and available resources also play a pivotal role in determining an individual’s educational opportunities. Furthermore, discriminatory practices embedded in the educational system such as biased curriculum development and unequal resource allocation perpetuate social class disparities. These multifaceted elements contribute to the intricate relationship between education and social class whereby education can both reinforce existing societal hierarchies while simultaneously serving as a catalyst for empowerment and transformative change. The research indicates that education should offer equal opportunities for all students, regardless of their social class, enabling them to fully develop their potential. Additionally, the article highlights the presence of social class disparities within the education system, wherein certain classes enjoy easier access to quality educational resources while others face unequal opportunities. Consequently, it calls upon the education system to actively address this inequality by ensuring equitable access to educational opportunities and fostering social justice.

Education, Purpose, Social Class

Wang, S. (2024) What Is the True Purpose of Education? A Critical Exploration via the Lens of Social Class. Open Journal of Social Sciences, 12, 226-238. doi: 10.4236/jss.2024.123017.