‘Prophets in the pay of state’: The institutionalization of the middle-class habitus in schooling between 1880 and 2010.

Although it is well established that contemporary school-based pedagogy continues to be primarily oriented towards a middle-class habitus, little research has documented how crucial elements of such habitus, like an expressive self-conception and emotional management, became integrated in the educational institute and its philosophy. Therefore, this article reconstructs how the current middle-class habitus was institutionalized and what type of personality structuring it eventually replaced. We study the shifts in pedagogical ideas, the role of education and the position of teachers and relate these to structural factors such as state-formation and changing class structures. We draw on the process-relational approach of Elias and Bourdieu and perform a content analysis of 480 pedagogical advice articles published in Flanders (Belgium) between 1880 and 2010, to demonstrate how a discourse of formalization and self-control has been substituted by a more informalized and expressive view. We conclude with a reflection on the impact of such an expressive pedagogical regime on the reproduction of class inequality.