Obstacles to Cultural Capital in Educational Institutions from the Perspective of Community Organization A Field Study of Slums in the Outskirts of Kirkuk
Main Article Content
Abstract
The first topic is the study problem. The weakness of the educational institution and its outputs in terms of quality and quantity is a social and economic problem that is reflected in any society. Therefore, social service works to confront these problems by diagnosing them. Hence, the study problem came from here. In light of the above, the study problem can be defined in the main question: What are the obstacles to cultural capital in the educational institution of slum areas in the suburbs of Kirkuk city?The importance of the study lies in the role of the educational institution in the lives of societies in preparing the human element and building an aware generation that possesses cultural capital and successful knowledge capable of competing in the labor market. The study's objectives include identifying the reality of cultural capital and identifying its obstacles.
The second section addressed previous studies (Iraqi, Arab, and foreign) and the theories that explain the study, including organizational theory, one of whose concepts is that the social system is a group of individuals who interact within organizations (the educational institution) to perform a set of functions that regulate their roles. The third section addressed the emergence of cultural capital, its pillars, elements, stages of formation, mechanisms for its transfer to society, and its obstacles
The fourth section, the field aspect of the study, lies in the methodological procedures of the study, which is descriptive using the social survey method and a deliberate sample of (56) respondents. The questionnaire is one of its tools. The study results show that there are obstacles related to the educational institution, such as the duality of the school building, which prevents students from accessing laboratories and scientific workshops. There are also obstacles related to parents, including the low educational and cultural level of teachers in the educational institution. There are also obstacles related to society, such as weak security and safety, sectarian and ethnic conflicts, and the militarization of society, which hinder cultural capita.
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