Challenging a monopoly on pedagogy is a route to building hegemony.

Evidence

Among the Moderates appeared the only concrete pedagogic movement opposed to the “Jesuitical” school; it could not fail to be effective, both among the lay, to whom it gave a personality of their own within the school, and among the liberalising and anti-Jesuitical clergy (ferocious hostility to Ferrante Aporti, etc.; the sheltering and education of abandoned children was a clerical monopoly, and these initiatives broke the monopoly). Scholastic activities of a liberal or liberalising character have great significance for grasping the mechanism of the Moderates’ hegemony over the intellectuals. Scholastic activity, at all its levels, has an enormous importance (economic as well) for intellectuals of all degrees. — Antonio Gramsci, Selections from the Prison Notebooks, 543

Categorization

• XREF: Connects to how control of education and welfare institutions serves as an instrument of dominance - parallel to how institutions sustain cultural hegemony in later postcolonial readings.