Looking back, Eurocentric and male-dominated paradigms have pervaded research/er and curricular perspectives and profoundly influenced the study and practice of art education in the United States. Arguably, Eurocentric and patriarchal paradigms continue to dominate in contemporary times. In what follows, we focus on pluralistic notions and considerations for research and curriculum development that revolve around positionality and cultural locations—with an eye toward research and curriculum development in art education that recognizes and reflects the experiences and perspectives of those marginalized and rendered invisible (being n/either here n/or there) from the standpoint of the epistemically privileged. In order to be consistent with the subject of this article, it is important that we articulate our own cultural locations and positionalities as authors. Delineating our positionalities supports the notion that our positions may influence curriculum and research, such as what we incorporate into our lessons or what types of information we gather in our research, and how we interpret it. Copyright © 2016 by the Board of Trustees of the University of Illinois.