The configuration of the German school system is characterized by high levels of vertical and horizontal institutional differentiation. This results in an arrangement that is extremely stratified and that also generates high levels of homology between the educational and the social structure. These stratifications not only affect the social class reproduction but also the distribution and reproduction of political and civic knowledge. This paper attempts to extend the understanding of these structures and the “distribution” of different types of political knowledge in the educational sphere. Using a corpus analysis of school curricula of selected German Laender, it tends at a systematic comparison between different school types and their typical learning formats used in diverse contexts of citizenship education settings.
