 While there are various standpoint theories, the commonalities include endorsement of the following three theses: the situated knowledge thesis, the thesis of epistemic privilege, and the achievement thesis (Wylie 2003; Rolin 2009; Intemann 2010; Crasnow 2013, 2014). The thesis of situated knowledge is based in the understanding that knowledge is for and by a particular set of socially situated knowers and so is always local—a cultural/social/political “location” characterized by the power relations endemic in such settings. The differential distribution of power and differences in interests are closely related—and thus the questions asked and the features of the world that are relevant to answering those questions vary depending on location as well. Among the differences that are most salient are those that are in conflict with the interests of the dominant groups. Thus the metaphors of situated knowledge and social location give rise to one of the key ideas of feminist standpoint theory—the idea of the researcher as an insider/outsider who has “double vision”. She has access to the lived experience of those studied and the dominant culture of those who are doing the studying (the scholars). It is this double vision that aids in recognizing the limits of the dominant frameworks.