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Schools play a role in reproducing social hierarchies from "summary" of Education and Power by Michael W. Apple
One of the central arguments in Education and Power is that schools are not neutral institutions but rather play a crucial role in perpetuating social hierarchies. Apple makes the case that schools are deeply embedded within broader societal structures that are marked by inequality and power dynamics. Through various mechanisms such as curriculum, pedagogy, and assessment, schools can either challenge or reinforce existing social hierarchies. Apple argues that the curriculum is not a value-neutral entity but rather reflects the values and interests of dominant groups in society. The content of the curriculum often privileges certain forms of knowledge while marginalizing others. This selective inclusion and exclusion of knowledge can serve to reinforce the existing social order by legitimizing the perspectives of those in power while silencing alternative voices. Similarly, pedagogy - the methods and practices of teaching - can either challenge or reinforce social hierarchies. Apple highlights how teaching practices that prioritize rote memorization and passive learning can reproduce inequalities by privileging students who are already advantaged in terms of cultural capital. On the other hand, pedagogical approaches that encourage critical thinking and dialogue can disrupt these hierarchies by empowering students to question dominant narratives and think critically about the world around them. Assessment practices in schools also play a role in reproducing social hierarchies. Standardized tests, for example, often reflect the values and norms of dominant groups in society and can disadvantage students from marginalized backgrounds. By measuring students' abilities based on narrow criteria that may not accurately reflect their skills and knowledge, assessments can perpetuate inequalities by labeling some students as "failures" while reinforcing the success of others.- Apple's argument is that schools are not neutral sites of education but are deeply implicated in the reproduction of social hierarchies. By critically examining the ways in which schools operate and the impact they have on students, educators can work towards creating more equitable and just educational systems that challenge, rather than reinforce, existing power dynamics.
