Examining the production, transmission, and consumption of the syllabus opens up ways of seeing the traces of dominant practices, meanings, and values in contemporary academic culture. This hegemony is in place as a function of the deliberate efforts of intellectuals hailing from the dominant cultural group. What has become pedagogical common-sense. the instrumentalism, the policy-driven determinism, and the modes of assessment, is not ahistorical, but the byproduct of a conscious effort to promote and maintain a bourgeois status quo of individualism, achievement, and measurement. Yet these manifestations of power can be switched and redirected by articulating the creation of any syllabus as an act of literary production.