{"id":13030,"date":"2026-09-13T00:01:00","date_gmt":"2026-09-12T18:31:00","guid":{"rendered":"https:\/\/bijmrd.com\/?p=13030"},"modified":"2026-09-13T00:01:00","modified_gmt":"2026-09-12T18:31:00","slug":"the-microcosm-of-coercion-deconstructing-the-school-as-a-subversive-and-maladaptive-social-system-a-critical-sociological-and-institutional-analysis","status":"publish","type":"post","link":"https:\/\/bijmrd.com\/index.php\/volume4-issue8\/the-microcosm-of-coercion-deconstructing-the-school-as-a-subversive-and-maladaptive-social-system-a-critical-sociological-and-institutional-analysis\/","title":{"rendered":"The Microcosm of Coercion: Deconstructing the School as a Subversive and Maladaptive Social System: A Critical Sociological and Institutional Analysis"},"content":{"rendered":"\n

Author: Dr A Q Suhail Ahmed Choudhury<\/strong><\/p>\n\n\n\n

DOI Link:<\/strong> https:\/\/doi.org\/10.70798\/Bijmrd\/04080007<\/a><\/p>\n\n\n\n

Abstract:<\/strong> Traditional educational discourse frames the school as a benign micro-society\u2014an essential apparatus designed to socialize youth, foster civic virtue, and transmit critical intellectual capital. However, critical sociological theory, radical pedagogy, and institutional analysis reveal a contrasting reality: the school functions as a toxic microcosm of society\u2019s structural failings. Rather than serving as an incubator for human flourishing, the modern schooling institution functions as a site of enforced conformity, systemic alienation, stratified inequality, and psychological pacification. By examining the hidden curriculum, authoritarian power dynamics, panoptic surveillance, and peer-group pathologies, this paper argues that the school constitutes a \u2018bad society.\u2019 It systematically conditions subjects to accept arbitrary hierarchies, suppresses organic intellectual curiosity, and reproduces socio-economic divisions under the guise of meritocracy.<\/p>\n\n\n\n

Keywords:<\/strong> School, Society, Micro-Society, Pedagogy, Institutional Analysis, Sociological Analysis, Social System.<\/p>\n\n\n\n

Page No: 53-57<\/strong><\/p>\n\n\n\n

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download journal<\/a><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

Author: Dr A Q Suhail Ahmed Choudhury DOI Link: https:\/\/doi.org\/10.70798\/Bijmrd\/04080007 Abstract: Traditional educational discourse frames the school as a benign micro-society\u2014an essential apparatus designed to socialize youth, foster civic virtue, and transmit critical intellectual capital. However, critical sociological theory, radical pedagogy, and institutional analysis reveal a contrasting reality: the school functions as a toxic microcosm …<\/p>\n

The Microcosm of Coercion: Deconstructing the School as a Subversive and Maladaptive Social System: A Critical Sociological and Institutional Analysis<\/span> Read More »<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"set","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"footnotes":"","_joinchat":[]},"categories":[64],"tags":[],"rttpg_featured_image_url":null,"rttpg_author":{"display_name":false,"author_link":"https:\/\/bijmrd.com\/index.php\/author\/asraful-alibiswas\/"},"rttpg_comment":0,"rttpg_category":"Volume4 Issue8<\/a>","rttpg_excerpt":"Author: Dr A Q Suhail Ahmed Choudhury DOI Link: https:\/\/doi.org\/10.70798\/Bijmrd\/04080007 Abstract: Traditional educational discourse frames the school as a benign micro-society\u2014an essential apparatus designed to socialize youth, foster civic virtue, and transmit critical intellectual capital. However, critical sociological theory, radical pedagogy, and institutional analysis reveal a contrasting reality: the school functions as a toxic microcosm…","_links":{"self":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts\/13030"}],"collection":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/comments?post=13030"}],"version-history":[{"count":1,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts\/13030\/revisions"}],"predecessor-version":[{"id":13033,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/posts\/13030\/revisions\/13033"}],"wp:attachment":[{"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/media?parent=13030"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/categories?post=13030"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/bijmrd.com\/index.php\/wp-json\/wp\/v2\/tags?post=13030"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}