Here is how my journey began. The first paragraph (a really long run on sentence) indisposed me. How arrogant and self-serving to write in this way. I felt like putting it down and just forgetting about it. As it is required reading, I the oppressed must read it. So I did... and then I got into it. What I think I got:

Educators must reflect on our habitus (beliefs - practices - pedagogy) "process of education" as it contributes systematically and institutionally to the power dynamics in society, all along resisting and reproducing resistance (educational institutions as institutions of resistance) to the historical class structure and value system. UH, OK!

Academic markets are structured through a hierarchy of fields that create objective conditions in the individual that predisposition and determine her aspirations. In doing so individuals "hope for nothing that they have not obtain and obtain nothing that they have not hoped for" and aspire, expect, inline and desire in corrupted (constructed) ways or not at all. HELP!

Outside of the Academic market education is not the great equalizer, at least not how it's constructed in secondary and higher ed. Strength of the individual and merit are dead or don't count. Economic power is all that matters and all the education in the world is not going to help if you are not of the "right" social class. Economic power relates to cultural power for its acquisition is a matter of buying commodities of the academic market (pre-k, tutoring, music lessons, private schooling, "the right" books, etc) THIS FEELS LIKE A LONG SHOT

BOURDIEU TALKS DELPIT

PB: "apprehension and possession of cultural goods as symbolic goods are possible only to those who hold the code of making it possible to decipher them"
LS: "The rules of the culture of pwoer are a reflection of the rules of the culture of those who have power - If you are not a participant in the culture of power, being told explicitly the rules makes acquiring power easier"

PB: "an institution officially entrusted with the transmission of the instruments of appropriation of the dominant culure which neglects methodically to transmit these instruments indispensable to the success of its undertaking is bound to become the monopoly of those social classes capable of transmitting by their own means"
LD: "To provide schooling for everyone's children that reflects liberal, middle-class values and aspirations is to ensure the maintenance of the status quo, to ensure that power, the culture of power, remains in the hands of those who already have it"

PB: "...the transmission of this competence is in direct relation to the distance between the linguistic and cultural competence implicitly demanded by the educational transmission of educational culture and the linguistic and cultural competence inculcated by primary education in the different social classes"
LS: "in other words, the attempt by the teacher to reduce an exhibition of power by expressing herself in indirect terms may remove the very explicitness that the child needs to understand the rules of the new classroom culture"

LS: When I speak of the "culture of power" I do not speak of how I wish thing should be, but of how they are.
PB: -maybe for class discussion its one in my zone...-