On Privilege, Fraudulence, and Teaching As Learning: Selected Essays 1981–2019

Cover
Half Title
Title Page
Copyright Page
Dedication
Table of Contents
List of Contributors
Acknowledgments
An Opening Letter
	Notes
	Reference
PART I: The Privilege Papers
	A Letter about the Privilege Papers
		Notes
		Reference
	1. White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences Through Work in Women’s Studies (1988)
		Notes
		References
	2. White Privilege: Unpacking the Invisible Knapsack (1989)
		Notes
		References
	3. Some Notes for Facilitators on Presenting My White Privilege Papers (2004, 2018)
		Notes
		References
	4. Selection from “White Privilege, Color and Crime: A Personal Account” (1998)
		Notes
		References
	5. Selection from “White Privilege: An Account to Spend” (2009)
		White Ignorance of Systems
		Spending the Bank Account
		Why Spend Down the Bank Account?
		Notes
		Reference
	6. White People Facing Race: Uncovering the Myths that Keep Racism in Place (2009)
		Resistance, Privilege, and Governing Myths
		Overcoming Resistance
		Note
		References
PART II: The Fraudulence Papers
	A Letter about the Fraudulence Papers
		Notes
	7. Feeling Like a Fraud, Part I (1985)
		Notes
		References
	8. Selection from “Feeling Like A Fraud, Part II” (1989)
		Notes
		References
	9. Selection from “Feeling Like a Fraud, Part III: Finding Authentic Ways of Coming into Conflict” (2000)
		Notes
		References
	10. Feeling Like A Fraud, Part IV: The Psyche As Singular and Plural (2019)
		Notes
		References
PART III: The Phase Theory Papers
	A Letter about Phase Theory
		Notes
		References
	11. The Study of Women: Implications for Reconstructing the Liberal Arts Disciplines (1981)
		Notes
		References
	12. Interactive Phases of Curricular Re-Vision: A Feminist Perspective (1983)
		Notes
		References
	13. Selection from “Interactive Phases of Curricular and Personal Re-Vision with Regard to Race” (1990)
		Notes
		References
PART IV: The SEED Project Papers
	A Letter about the National SEED Project
		Note
		References
	14. Selection from “Faculty-Centered Faculty Development” (1994) by Peggy McIntosh and Emily Style
		Notes
		References
	15. Selection from “Social, Emotional, and Political Learning” (1999) by Peggy McIntosh and Emily Style
		The SEED Project
		Conclusion
		Notes
		References
	16. Selection from “Teacher Self-Knowledge: The Deeper Learning” (2015) by Peggy McIntosh, Hugo Mahabir, Bob Gordon, and Ruth Mendoza
		The SEED Project
		Self-Knowledge and Intentionality
		Making Space, Taking Time, Sharing Power
		SEED As Change Agent – Personal, Institutional, and
Community-wide
		Our Stories As Windows and Mirrors
		Notes
		References
PART V: Closing
	A Closing Letter
Further Reading
Index