Ferge Zsuzsa oktatásszociológiai öröksége és a pedagógusok szerepe a roma tanulók iskolai egyenlőtlenségeinek újratermelésében

Abstract

This paper offers a contemporary reinterpretation of Zsuzsa Ferge’s contribution to the sociology of education, focusing on the role of teachers in shaping the educational trajectories of Roma students. Drawing on Ferge’s structural approach, the study argues that schools are not neutral institutions but socially embedded organizations that often contribute to the reproduction of social inequalities. The paper examines how teachers’ human and social capital, as well as their professional self-efficacy, can be understood within a broader institutional and structural context. Particular attention is paid to the operation of the hidden curriculum, cultural expectations, institutional selection and segregation, and the collective resources of teaching staff. Rather than presenting empirical findings, the article provides a theoretical and methodological framework that can inform future qualitative and quantitative research on teachers working with Roma and disadvantaged students, and contribute to a structural understanding of educational inequalities.