Disciplinary schooling values the act of keeping position more than the position itself

Evidence

By a process which can be considered analogous, individuals are being deliberately distributed among pre-arranged positions, allocated in each classroom to a desk that is ‘permanently assigned’. ‘A student is not permitted to change his place in any of the classrooms without permission; this order is to be followed in all classes.’ Similarly, each student is assigned to a military rank – corporal, sergeant, or sergeant-major. There is a meticulous concern for the discipline of rank and place. It is not the particular place that matters – desks can be assigned by drawing lots – but the act of positioning and remaining in place. — Timothy Mitchell, Colonising Egypt, 260 (#corroborates, via linked claim)

Through this micro-economy of a perpetual penality operates a differentiation that is not one of acts, but of individuals themselves, of their nature, their potentialities, their level or their value. By assessing acts with precision, discipline judges individuals ‘in truth’; the penality that it implements is integrated into the cycle of knowledge of individuals. — Michel Foucault, Discipline & Punish- The Birth of the…, 279 (#complicates, via linked claim)

Categorization

• XREF: connects to: Schooling can breed workers unwilling to accept workplace subordination; Schools reward discipline and subordinacy regardless of their effect on achievement — Samuel Bowles and Herbert Gintis, Schooling in Capitalist America:…, 505; Young people today are stranded between disciplined-subject and consumer roles — Mark Fisher, Capitalist Realism: Is There No…, 47 (+4 more)

Broader Connections

• Discipline values the act of positioning itself, not which position an individual holds #corroborates (0.97) — Timothy Mitchell, Colonising Egypt, 260
• Discipline judges individuals themselves, not just their acts #complicates (0.78) — Michel Foucault, Discipline & Punish- The Birth of the…, 279