ABSTRACT
In the previous chapter I provided a detailed treatment of standpoint theory, its use (and misuse) in educational research, and attempted to reframe standpoint as both a method of inquiry into curriculum, as well as a justification for contextualizing the content of the curriculum within our socio-economic, cultural, and political realities. In this chapter I illustrate curricular standpoint in both form and function by looking at some historical examples of curricular standpoint that specifically take up counter-hegemonic politics relative to their times, and then I offer an analysis of contemporary curriculum across several subject areas.
