On Privilege, Fraudulence, and Teaching As Learning
Routledge (Verlag)
978-0-8153-5404-8 (ISBN)
From one of the world’s leading voices on white privilege and anti-racism work comes this collection of essays on complexities of privilege and power. Each of the four parts illustrates Peggy McIntosh’s practice of combining personal and systemic understandings to focus on power in unusual ways. Part I includes McIntosh’s classic and influential essays on privilege, or systems of unearned advantage that correspond to systems of oppression. Part II helps readers to understand that feelings of fraudulence may be imposed by our hierarchical cultures rather than by any actual weakness or personal shortcomings. Part III presents McIntosh‘s Interactive Phase Theory, highlighting five different world views, or attitudes about power, that affect school curriculum, cultural values, and decisions on taking action. The book concludes with powerful insights from SEED, a peer-led teacher development project that enables individuals and institutions to work collectively toward equity and social justice. This book is the culmination of forty years of McIntosh’s intellectual and organizational work.
Peggy McIntosh is Senior Research Associate of the Wellesley Centers for Women at Wellesley College in Massachusetts. She is Founder of the National SEED Project on Inclusive Curriculum (Seeking Educational Equity and Diversity). She consults widely in the United States and throughout the world with college and school faculty who are creating more gender-fair and multicultural curricula.
Part I: The Privilege Papers
A Letter about the Privilege Papers
1. White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences Through Work in Women’s Studies (1988)
2. White Privilege: Unpacking the Invisible Knapsack (1989)
3. Some Notes for Facilitators on Presenting My White Privilege Papers (2004, 2018)
4. Selection from "White Privilege, Color and Crime: A Personal Account" (1998)
5. Selection from "White Privilege: An Account to Spend" (2009)
6. White People Facing Race: Uncovering the Myths that Keep Racism in Place (2009)
Part II: The Fraudulence Papers
A Letter about the Fraudulence Papers
7. Feeling Like a Fraud, Part I (1985)
8. Selection from "Feeling Like A Fraud, Part II" (1989)
9. Selection from "Feeling Like a Fraud - Part III: Finding Authentic Ways of Coming into Conflict" (2000)
10. Feeling Like A Fraud, Part IV (2019)
Part III: The Phase Theory Papers
A Letter about Phase Theory
11. The Study of Women: Implications for Reconstructing the Liberal Arts Disciplines (1981)
12. Interactive Phases of Curricular Re-Vision: A Feminist Perspective (1983)
13. Selection from "Interactive Phases of Curricular and Personal Re-Vision with Regard to Race" (1990)
Part IV: The SEED Project Papers
A Letter about the National SEED Project
14. Selection from "Faculty-Centered Faculty Development" (1994)
[Peggy McIntosh and Emily Style]
15. Selection from "Social, Emotional, and Political Learning" (1999)
[Peggy McIntosh and Emily Style]
16. Selection from "Teacher Self-Knowledge: The Deeper Learning" (2015) [Peggy McIntosh, Hugo Mahabir, Bob Gordon, and Ruth Mendoza]
Part V Closing
A Closing Letter
Further Reading
| Erscheinungsdatum | 18.07.2019 |
|---|---|
| Zusatzinfo | 4 Line drawings, black and white |
| Verlagsort | New York |
| Sprache | englisch |
| Maße | 152 x 229 mm |
| Gewicht | 585 g |
| Themenwelt | Literatur ► Essays / Feuilleton |
| Geisteswissenschaften ► Psychologie ► Sozialpsychologie | |
| Sozialwissenschaften ► Pädagogik | |
| Sozialwissenschaften ► Soziologie ► Gender Studies | |
| ISBN-10 | 0-8153-5404-5 / 0815354045 |
| ISBN-13 | 978-0-8153-5404-8 / 9780815354048 |
| Zustand | Neuware |
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