The question of whose perspective, experience, and history are privileged in educational institutions has shaped curriculum debates for decades. Taking these debates in new directions, the contributors to The Subaltern Speak acknowledge the agency and power of subaltern groups themselves in envisioning and actively constructing their own educational agendas. To what degree and to what effect have subaltern groups been able to resist conservative practices, policies, and movements or even use them for their own purposes? Are all of the resistances necessarily progressive? In answering these questions, this important book engages in analyses of the ways in which various forms of dominance now operate nationally and internationally.