自1970年代起，學校教育成為社會學家關注的焦點，他們重新檢視學校課程的內容，以及學校住階層化社會中所扮演的角色。其中法國社會學家Pierre Bourdieu從美術館、歌劇院、音樂會等消費結構分布情形，提出文化資產分配結構的再製機制，建立其文化再製理論(Theories of Cultural Reproduction)，並以此賦予學校不同於以往的角色定位。 本文從Bourdieu文化再製理論中的場域(field)、生存心態(habitus)、文化資本(cultural capital)、符號暴力(symbolic violence)等重要概念著手，分析教育中的文化再製機制與學校所扮演的角色。文化再製的機制主要是由教學實務(pedagogic practice)、教學權威(pedagogic authority)、教學工作(pedagogic travail)、教育系統(education system)四方面所構成，而最後由教師地位、保存、選擇、淘汰四者來闡述學校在文化再製機制中所扮演的角色。

　　　　　Since 1970, sociologists have concentrated their attention on schooling. School courses and roles in social hierarchy were thus examined. Pierre Bourdieu, a French sociologist, proposed the mechanism of reproduction to allocate culture resources by analyzing the distribution of consumers of art galleries, operas, and concerts. According to the mechanism, A Theory of Cultural Reproduction was established, which gave a new definition of schooling. The purpose of this study is to explore the relationship between the mechanism of cultural reproduction and school roles by applying the key concepts of Field, Habitus, Cultural Capital, and Symbolic Violence proposed by P. Bourdieu in his theory. The mechanism of Cultural Reproduction combines pedagogic practice, authorities, travail, and education system. Finally, the roles of schools in this theory are expounded in terms of social status of teachers and preservation, choices, and elimination of education system.