 Patricia Hill Collins (1986), for example, advocates the use of standpoint to analyze race and class. She argues that the researcher who is marginalized may recognize that many of the concepts and procedures adopted by the discipline are problematic when her colleagues do not, precisely because she understands the objects of inquiry through her disciplinary research tradition and through her own experience occupying a marginalized social location. It is this double vision that makes the social scientist sensitive to the lines of fault that give rise to shifts in concepts and methods discussed in  section 2  and  section 3.