This chapter builds on Cha[ter 4 to discuss how symbolic power does violence to others through the power of suggestion. Drawing on Bourdieu and Foucault, it shows the paradox of symbolic violence that can only be exercised if it is seen as something natural and benevolent. Even such a well-intended utterance as “I love you” can put the recipient in an awkward obligation to respond in kind – whether that was the intended perlocutionary effect of the speech act or not. I discuss the reciprocity imperative that regulates the gift-giving rituals in everyday life and the individual violence it exercises on social actors. I then discuss the institutional violence exerted by the educational system that at once empowers students to acquire knowledge and enables them to make meaning of people and events, but at the same time imposes its own discrimination and stratification among students that replicates the structure of the society that upholds educational institutions. Finally I discuss another case of communicative violence, namely the conversational inequalities that emerge across turns, topics and tasks in conversational exchanges, particularly in instructional settings between teacher and students and among students.