The Vanquished

Sewell and Shah ascertain how the aspirations of individuals are often formed by one’s significant others, including family and close friends and through socialization (Vesely, 2012:209). The low level of aspiration is also due to the dearth of inspirational role models among the lower castes. Bank et al. states how:
The curriculum, in teaching units and in textbooks, students often study historical events, concepts, and issues only or primarily from the point of view of victors. The perspectives of the vanquished are frequently silenced, ignored, or marginalized. This kind of teaching privileges mainstream students – those who most often identify with the victors or dominant social groups. (quoted in Shelly B-Jeffy & Jewell E. Cooper, 2011: 74).
The upper castes decided the education system based on their own monopolistic culture as worthy, their views are only considered legitimate.
Bourdieu asserts how education system solely “reproduces” the culture of the dominant classes in order for the dominant classes to continue to hold and to release power. The upper castes have all the power to enforce meaning and to impose them as legitimate. Phule (2002:27) describes how the Brahmin depicted themselves as victors or Bhudeva (gods on earth) while the servile classes as losers such as Shudras (an insignificant one), chandalas, Rakshasas, and Mahari -a great foe. In a democratic society, equality and excellence are determined by all sections of society and not solely by the upper castes. Lack of inclusivity and acceptance of all cultures as equal in education system also led to low aspiration and accessibility of lower caste groups in higher
education.