Research on the Family and State Responsibilities for Educational Justice: A Perspective Basedon Cultural Capital Theory

Zhang Chengdong, Han Yu *

School of Political Law, University of Jinan

Abstract：

Educational justice is the core cornerstone of social fairness. Its realization process is deeply influenced by both the differences in family cultural capital and state policy interventions. Based on Bourdieu's cultural capital theory, this paper systematically analyzes the responsibility boundaries and interaction mechanisms between families and the state in educational justice through literature and theoretical analysis methods. The research finds that the inter-generational transmission of family cultural capital leads to inequality in educational opportunities. Middle-and high-class families maintain their educational advantages through their pre-endowed cultural capital, while lower-class families can only make up for the gap through acquired cultural capital. As the guardian of public interests, the state needs to intervene in the imbalance of cultural capital through institutional design, balanced resource allocation, and targeted compensation. The two are not isolatedor opposed but need to build a co-governance pattern of "families doing their best without overstepping theboundaries, and the state providing a safety net and promoting fairness". Through collaborative interaction, theycan break through the dilemma of educational injustice and provide some theoretical references and practical suggestions.

Key Words：

educational justice; cultural capital; family; state