Inspired by Dr. Ambedkar’s exhortation to ‘Unite, Educate and Agitate’, the Dalit writers and activists look upon education as a means to bring light to the life of the Dalits, and it is a way to help them gain recognition and power. But this mode of empowerment grows self-contradictory when the educational institution discriminates and humiliates a child for belonging to a particular caste or community. The Dalit writers in their autobiographies often consider themselves as victims of pervasive caste culture of the Hindus, as powerless objects of application of the hegemony of Brahminism, and to them the apparently harmless academic institution is also an accomplice in this discrimination and maltreatment on the basis of untouchability and caste. In their experience the school is what Foucault calls a ‘disciplinary institution’ that in a subtle way serves the interest of the powerful ruling class. To them it is a space for defining the power relations of domination-subordination in the caste-based Indian society. This paper focuses on how the protagonists in the select Dalit autobiographies look upon the educational institution as an oppressive agency that perpetuates the caste structure and assigns caste roles to the Dalits, and how the teachers, and the curriculum they teach, support the ideology of Brahminism in the Hindu society. It also shows how this mode of representation, and the consciousness it generates, becomes a tool or strategy in the political struggle of the Dalits to build an inclusive society.