Schools serve as the machinery that manufactures differentiated intellectual strata

Evidence

School is the instrument through which intellectuals of various levels are elaborated. The complexity of the intellectual function in different states can be measured objectively by the number and gradation of specialised schools: the more extensive the “area” covered by education and the more numerous the “vertical” “levels” of schooling, the more complex is the cultural world, the civilisation, of a particular state. — Antonio Gramsci, Selections from the Prison Notebooks, 273

Categorization

• XREF: connects to: Industrial organization patterns shaped schools, hospitals, and family life — Shoshana Zuboff, The Age of Surveillance Capitalism, 1108; Capitalist-class objectives, not reformer ideals, have actually shaped US schooling — Samuel Bowles and Herbert Gintis, Schooling in Capitalist America:…, 569; Hierarchy transmits class-differentiated consciousness through families, constraining schools. (+4 more)

Related

• Hierarchy transmits class-differentiated consciousness through families, constraining schools. (similarity 0.92)
• Intellectual strata emerge from concrete historical class processes, not abstract democracy (similarity 0.83)
• Industrial organization patterns shaped schools, hospitals, and family life (similarity 0.82)
• A school’s social character comes from perpetuating a group’s class function (similarity 0.80)
• Schools replicate workplace dominance hierarchies to produce a docile labor force. (similarity 0.80)
• A school’s social character comes from which class it serves, not its teaching method (similarity 0.80)
• Intellectual strata can be graded by their organic connection to a dominant social group (similarity 0.79)
• Schooling matters for hegemony because intellectuals depend on it economically (similarity 0.78)
• Hierarchical labor shapes inequality through consciousness, not just wages (similarity 0.78)
• Schools form attention in ways that can serve exploitation, not just freedom (similarity 0.78)
• Schools both reproduce inequality and generate resistance to it (similarity 0.78)