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As my work on women prompted my search for the assumptions by which a culture defines and delimits education, those archeological ventures opened my eyes to the limitations of the standpoint from which my colleagues in the philosophy of education and I tended to view education. My decision to develop an alternative “cultural wealth perspective” on education provided what turned out to be the immediate impetus for this book. For having distinguished between the dominant standpoint of the individual and the oft forgotten standpoint of the culture, I felt compelled to determine if it was possible to join the two perspectives together. I am able to call the theory of education as encounter “unified” because it combines the two very different standpoints from which education has historically been viewed-that of the individual and that of the culture.3