In courses at universities and in activist forums throughout the United States and elsewhere, there is a good deal of attention paid to the politics of curriculum and teaching. There are serious discussions about whose knowledge counts as “official knowledge” and whose knowledge and culture get labeled as being merely “popular” and, hence, are not seen as legitimate in schools. These discussions are often heated and powerful, with voices heard from various groups involved in the public struggles over what we should teach our children (see Apple, 2000, 2001).