The COVID-19 pandemic has caused changes in all areas of social life, especially in social institutions. With the pandemic, restrictions and curfews which have become a necessity, have also transformed the daily life practices of individuals, The effects of the measures taken reached their peak, especially with the closure of educational institutions and the rapid transition to online education. This study aims to explore the transformations and changes that occurred in education during the COVID-19 pandemic under three parts. In the first part, the problems that students from different socio-economic status can face, emphasized by Pierre Bourdieu, Jean-Claude Passeron and Zygmunt Bauman, will be discussed and then if these problems have deepened during the pandemic period will be examined. Access of students from disadvantaged groups to the internet and educational materials can be problematic. This situation can cause problems among students. In the second part, firstly, the socialization process in education, which is put forward by Emile Durkheim and Anthony Giddens will be discussed, secondly its the transformation with online education and the change in teacherstudent interaction will be set forth. Considering that socialization in education includes both students and teachers, change is inevitable in these socialization processes due to the nature of online education. Lastly, the third part reflects the transformation of the intersectionality of knowledge, power and subject during the pandemic period due to the increasing speed of accessing and consuming knowledge, from a Foucaultian perspective. With the transition to online education, governance in education has also transformed. The student's access to knowledge and consumption of knowledge has accelerated. This situation causes a radical change in the production and reproduction of power.