The authors argue that decisions about curriculum and teaching are not merely technical matters, but require careful thinking. They discuss some of the issues of content and what schools teach different groups about power. (CH)

In this article, the author examines the ways in which the claim to subaltern status has led to a partial withdrawal from state-run institutions and to a practice of schooling that is meant to equip the children of authoritarian populist parents both with an armor to defend what these groups believe is their threatened culture and with a set of…