ABSTRACT
When Max Weber and Karl Marx suggested that there were identifiable and socially meaningful differences in the educational knowledge made available to literati and peasant, aristocrat and laborer, they were of course discussing earlier societies. Recent scholarship in political economy and sociology of knowledge has also argued, however, that in advanced industrial societies such as Canada and the USA, where the class structure is relatively fluid, students of different social class backgrounds are still likely to be exposed to qualitatively different types of educational knowledge. Students from higher social class backgrounds may be exposed to legal, medical, or managerial knowledge, for example, while those of the working classes may be offered a more “practical” curriculum (e.g., clerical knowledge, vocational training) (Bowles & Gintis, 1976; Karabel, 1972; Rosenbaum, 1976). It is said that such social class differences in secondary and postsecondary education are a conserving force in modern societies, an important aspect of the reproduction of unequal class structures (Apple, 1979; Karabel & Halsey, 1977; Young & Whitty, 1977).
