At the current historical juncture in which differences and inequalities are surfacing greater than ever in the world, societies, and schools, the main goal of this essay is to revisit the aspects of structuralism that can potentially contribute productively to understanding the invisible structures and forces that everyone carries (mostly unknowingly) with them at "all" times and in "all" places including in multicultural curricular and social justice work. By doing so, this essay also attempts to dispute with liberal humanistic notions of the self (teachers and students) in multicultural curricular studies that continues to support the dominant framework of curriculum. This essay is grounded on the idea that "progressive change" is predicated on (although never guaranteed by) "uncovering" and "understanding" as fully as possible the social, political, and economic organization of the world, which is always mediated by individual selves who are located within the world in specific ways.