In this particular quote, Smith uses the term "dispossession" to mean the act of disempowering a group/or individual through indoctrination of their norms and committing "cultural genocide." In this example she illustrates that Indian women are taught not for their economic prosperity, but to domesticate and mold them into a patriarchal society in order to take away their leadership position through education (Smith, 37). This dispossession can be further reinforced by the institutions' lack of accountability to the authorities, lack of resources to help them achieve their goals, and through teaching that their culture is “uneducated/barbaric” (Willinsky, 97-99 ). Although colonial schools have been closed, I would consider the idea that the curriculum and "standard" way of teaching in current schools could be seen as another act of neocolonialism. Willinsky addresses Martin Corney's idea that education has been used throughout history to disenfranchise minorities and fits capitalist ideas and European concepts (99). A lot of pressure is currently placed on students due to the idea that education is a leading indicator of the economic and social success the child could achieve. With this type of education, minority students are generally disadvantaged as their culture does not align with these types of teaching, and as a result, they are set up for future failures in society since that is how we judge them. Those who are able to assimilate and learn these principles get better grades in schools. Therefore, while it is not about “eliminating or assimilating” (Smith, 36) in the sense that these students will die or assimilate, but it is set up to eliminate them from gaining any kind of power or voice, leaving them thus… .. .half of the document ... provide a paradox of education and neocolonialism: the same education and tools used to keep the dominant culture in power can be used by the dominated to liberate and mobilize them into power. However, we see in the past and present that many minorities have used their education to write critically about the bias, racism, and privilege inherent in education, legislative processes, and economic institutions. The readings assigned to us in class have authors who have also seen struggles and difficulties faced with prejudices and pressures to get rid of their identity, but they all used it to denounce these injustices. They could write it using the education that was supposed to suppress them, but they used it as a weapon against them to empower rather than displace, fighting for a society more open to multiculturalism..