Though as a professional learning community of educators we tackled the challenging topics of relevant curriculum design, high-quality instructional practices, writing across the curriculum, our racial disparities in achievement and discipline, and, occasionally, our obligation to stand against the historically and culturally hegemonic function of American schools, we couldn’t mention grading.
— Grading for Equity by Joe Feldman (Page xxi)
If a teacher maintains or supports any form of the status quo (e.g., schooling), it is impossible for them to "stand against the historically and culturally hegemonic function" of any school (be it American or anything else).
Schools inherently support the hegemony. They homogenise people into the "correct" forms of citizens, and they ensure that people learn the "correct" kinds of information. Schools are not for genuine learning; they are for ensuring that people participate in the project of the nation-state through the proper channels.