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<p>The article explores how school-based classification processes and orders of belonging are negotiated through practices of <i>doing morality</i>. Based on ethnographic fieldwork in schools and the analysis films created by students in participatory-performative video workshops, the article discusses the discursive practices of youth in the context of institutional positionings (e.g., as “migrant,” “violent,” or “immoral”). It argues that social inequality in education cannot be explained solely by unequal access to resources or non-matching dispositions, nor does it simply “exist.” Rather, inequality emerges through school-based regimes of recognition and epistemic orders that define which forms of knowledge are considered legitimate and which moral orientations are institutionally privileged. Focusing on <i>doing morality</i>, the article shows how students do not passively adopt school-based classifications and social positionings but rather resignify, reinterpret, and transform them situationally. This “<i>doing</i>” cannot be understood as linear forms of cultural reproduction nor as a&#xa0;one-dimensional subversive reactions to the school’s disciplinary measures. Rather, they are continuously reconfigured through discursive practices that are constitutively entangled and shaped through ongoing negotiations of heterogeneous bodies of knowledge—within which the school’s moral order constitutes only one among multiple frames of reference.</p>

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Zum Verhältnis von Doing Morality und sozialer Ungleichheit in der Schule

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  • 发表日期：

    2025年6月24日

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  • Stefanie Strulik

摘要

The article explores how school-based classification processes and orders of belonging are negotiated through practices of doing morality. Based on ethnographic fieldwork in schools and the analysis films created by students in participatory-performative video workshops, the article discusses the discursive practices of youth in the context of institutional positionings (e.g., as “migrant,” “violent,” or “immoral”). It argues that social inequality in education cannot be explained solely by unequal access to resources or non-matching dispositions, nor does it simply “exist.” Rather, inequality emerges through school-based regimes of recognition and epistemic orders that define which forms of knowledge are considered legitimate and which moral orientations are institutionally privileged. Focusing on doing morality, the article shows how students do not passively adopt school-based classifications and social positionings but rather resignify, reinterpret, and transform them situationally. This “doing” cannot be understood as linear forms of cultural reproduction nor as a one-dimensional subversive reactions to the school’s disciplinary measures. Rather, they are continuously reconfigured through discursive practices that are constitutively entangled and shaped through ongoing negotiations of heterogeneous bodies of knowledge—within which the school’s moral order constitutes only one among multiple frames of reference.