Ways in which the shape and design of curriculum and the direction of curriculum research are influenced by sociopolitical forces are examined. Intended as a means of raising the level of professional consciousness and giving practical guidance to curriculum developers, the paper discusses the relationship of prejudice, bias, and self-reference to educational and scientific research. Section I describes the theorem of natural selection in professional practices which encourages professionals, such as curriculum designers, to adopt role behaviors appropriate to their favored social status. Section II presents information on selecting the set of practices within a given profession which will be most acceptable to the dominant class. The conclusion is that curriculum researchers and designers must reject the dominant class influence and consciously choose those curricular practices which will enable pupils to liberate themselves from oppressive sociopolitical influences. Suggestions for further research include: (1) investigation of how the remedial reading and testing movement replaced progressive ideas in curriculum research and practice, (2) identification of psychologically effective and politically feasible alternatives within the existing school framework, and (3) extension of educational efforts outside the school. (Author/DB)