This ethnographic study examines the role of differing school
knowledge in reproducing various social classes in the society. It
was observed that an unequal availability of capital resources,
agents' class habitus, and the type of their "cultural currency"
act as selection mechanisms that clearly favour some social groups
over others. The ruling classes ensure the transfer of their power
and privilege to their children by providing them with quality
education in elite schools. The disadvantaged classes are excluded
from these unique institutions by both social and economic
sanctions. They have no other option than to educate their children
either in public schools or Islamic madaris. As a result,
inequitable educational opportunities consolidate the existing
social-class hierarchy.
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