Classismcritical Educational Science? Reflexive Considerations

Abstract

This article explores classism as a form of discrimination intricately linked to power, social dominance, and ideologies such as meritocracy, performance-based justice, and belief in a just world. It foregrounds the renewed relevance of the social class concept and examines social inequalities that manifest not only materially but also culturally, symbolically, and institutionally. Empirical evidence indicates that class-based devalua-tion is pervasive and reinforced by deeply ingrained social norms. The article argues for an intersectional, reflexive approach in educational practice that illuminates exclusion-ary dynamics and fosters critical, class-aware, classism-critical interventions.