The GENERAL CONTEXT of such use is:
the dynamics of social exclusion: in reality, not only is a high level of relation to language and culture, by the student, taken into account throughout secondary education and even (doubtless to a lesser extent or, at any rate, less overtly) in higher education, not only are logical and symbolic mastery of abstract operations and, more precisely, mastery of the laws of transformation of complex structures, a function of the type of practical mastery of language and of the type of language acquired in the home - but the organization and functioning of the school system continuously, and through multiple codes, retranslates inequalities in social level (i.e. the 'class' one was born into) into inequalities in academic level. Given that, at every stage, the educational system establishes among the disciplines or subjects, a de facto hierarchy, which runs, for example, in the Sciences, from pure mathematics to the natural sciences, or, in Arts, from literature and philosophy to geography, i.e., from those intellectual activities perceived as the most abstract to the most concrete; and given that this sliding intellectual scale of hierarchy continues to retranslate into the courses and type of Schools that one takes and/or attends, which Schools do correspond very closely with the class or category of the pupils and teachers engaged therewith, as to the social origins thereof; and given, finally, that the different branches and different schools attract pupils of different social classes very unequally, in accordance with their previous academic success and the class-differentiated social distinctions of the types of course and types of schools - it can be seen why the different types of curriculum give very unequal chances of actually entering higher education. It follows that working class children pay the price of their access to secondary education by relegation into institutions and school careers which entice them with the false pretences of apparent homogeneity only to ensnare them in a truncated educational destiny. In the U.S. today, this is especially appalling in the numbers of secondary schools that are actually changing their names, to some important-sounding nom de plume like "Charter School", "Magnet School", "Advanced-Learning Institute" and such, when the reality for the attendees is the same - classification according to social origin, etc. In fact, the reality has "hit home" recently, with a number of such schools flunking out on the state standards for secondary-graduate-level examinations for their students. Thus, the combination of the educational chances of the different classes and the chances of subsequent success attached to the different courses and types of schools, constitutes a mechanism of deferred selection, which transmutes a social inequality into a specifically educational inequality, i.e., an inequality of 'level' or success, concealing and academically consecrating an inequality of chances of access to the highest levels of education.
Father Jerome's DICTIONARY of KEYWORDS/PHRASES used in his scientific writings and at his QUFD website
Father Jerome's PSYCHOSOCIOLOGICAL DICTIONARY of Terms/Phrases used in Monograph III of his QUALIA Series
Father Jerome's SPECIALIZED DICTIONARY of KEYWORDS/PHRASES pertaining to Bose-Einstein Condensates of Non-Matter and Incorporeality, as used in his Works, in QUFD Physics and in the 'QUFD Textbook' Website
Also see Father Jerome's BLOG, for info about his latest Book,
"God, Lucifer and You! A ScienceBook of Quantum Physics and Reality, for 5 year old Kids and Adults!"