Class inequality and the myth of merit: critical implications of the school agency

Abstract

The contribution analyzes the distortion of the myth of merit in the school, being this an agent of social reproduction. Referring to Gramsci’s concept of «cultural hegemony», it critically examines educational poverty due to socio-economic inequalities and differentiated access to education. It explores the ways in which asymmetries of economic resources, opportunities and social context can influence the educational path of individuals, questioning the validity of merit as an evaluative criterion in a context characterized by structural inequalities.