"The man who deliberates on his culture is already a cultivated individual."
Bourdieu and Passeron argue that schools pick some aspects of the culture to teach, which establishes the core of cultivated taste. The content of what schools teach tends to reinforce the dominance of the dominant class. The schools create a "habitus" of seeking to be cultivated, of seeking to better know and understand the official culture.
Part of the official culture, though, is critical thinking about the official culture. This is more true of higher education than lower, and more true of elite education than mass education.
A good education embeds one more fully in the dominant culture. A good education includes the ability to reflect on that dominant culture. More importantly, a good education inculcates the desire to reflect on that dominant culture. When we reflect critically on the pedagogic work of education itself, we see, say Bourdieu and Passeron, that its content bolsters the domination of the dominant class.
Reflecting on your culture makes you cultivated. Critical thinking about cultivation is itself a cultivated taste, and doing it makes you more cultivated still. Reading Reproduction in Education, Culture, and Society as part of a school class is both an act of subversion of the dominant culture, and a deeper participation in the kind of cultivation that the dominant class cherishes the most and has the most opportunity to engage in.