As the history of Orientalist education demonstrates, a curriculum may incorporate the systems of learning of a subordinate population and still be an instrument of hegemonic activity…. Until curriculum is studied less as a receptacle of texts than as activity, that is to say, as a vehicle of acquiring and exercising power, descriptions of curricular content in terms of their expression of universal values on the one hand or pluralistic, secular identities on the other are insufficient signifiers of their historical realities.
Gauri Viswanathan, Masks of Conquest, p. 167
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