A new collective work examines the enduring relevance of the 1970 book La Reproduction, written by sociologists Pierre Bourdieu and Jean-Claude Passeron. This book is considered a foundational text in French educational sociology, analyzing how the school system perpetuates social inequalities through what the authors call "symbolic violence." This concept refers to the subtle, often invisible ways in which power and privilege are passed down, especially through cultural capital—such as knowledge, language, and social habits—that are more accessible to some than others. Fifty-five years after its publication, a new book edited by Bertrand Geay, Jérôme Camus, Pierre Clément, and Pierig Humeau explores how La Reproduction has been received, interpreted, and extended over the decades, while also addressing new areas of research that were not previously considered. The book's first section traces the reception of La Reproduction since its release. Initially, it was well-received in academic circles for its originality and the depth of its analysis. However, over time, some sociologists began to diverge from its framework, leading to a second wave of reception in the 1980s, where the work was sometimes misunderstood or even criticized. These reactions varied by country, with each academic field interpreting the book through the lens of its own research priorities and social context. In the United Kingdom, for instance, the focus on knowledge acquisition led to a separation of cultural capital from symbolic violence, while in the United States, where the idea of meritocracy is strong, research has often favored quantitative methods over qualitative ones. The English translation of La Reproduction helped introduce new concepts, but some aspects of Bourdieu’s work were simplified or reinterpreted by scholars like Paul DiMaggio. In Brazil, La Reproduction found a particularly successful reception. In 1974, Brazilian sociologist Sergio Miceli translated and published a book based on Bourdieu’s lectures, which laid the groundwork for later translations of La Reproduction. This allowed Brazilian scholars to engage deeply with the Bourdieusian approach and see La Reproduction as a cornerstone of educational research. The new collective work builds on this legacy, extending the original analysis to explore the pedagogical, material, and curricular consequences of social reproduction. It includes four sections that critically examine the education system, focusing on cultural capital, curriculum production, efforts to reduce inequalities, and the processes of selection and segregation in schools and universities. The contributors to the new book aim to both expand and refine the original work. For example, Jérôme Camus and Francis Lebon explore the "dominated fractions" of education—those who are often overlooked in the original analysis—while also highlighting the limitations of La Reproduction in addressing the nuances of intermediate social groups. Their work opens the door to a broader understanding of how schools interact with the wider social environment. Other contributors, such as Leïla Frouillou, extend the analysis to the spatial dimensions of education, examining how physical and social spaces influence educational inequalities. This leads to the concept of a "sociogeography of educational inequalities," suggesting that the location and design of schools can play a role in reinforcing or challenging social hierarchies. The collective work ultimately seeks to update and apply the insights of La Reproduction to today's education system, which has changed significantly over the past half-century. The book emphasizes the need for a structural analysis of current educational models, highlighting how symbolic violence continues to operate through more diffuse mechanisms, such as performance metrics and the increasing emphasis on individual autonomy. It also raises important questions about the role of the state in shaping educational policies and how these policies either reinforce or challenge existing social hierarchies. By extending the original framework of La Reproduction, the new work not only reaffirms its relevance but also invites further research and reflection on the evolving nature of education and inequality in the 21st century.