Creating conversational communities that drive change


Publications (Alphabetical by Author)

Chen, Jondou Chase, “The Personal Urgency and Pedagogical Necessity of Seeking Educational Equity and Diversity,” Research & Action, Fall/Winter 2014.

Cruise-Roberson, Gail, Odie J. Douglas, and Sarah E. Fiarman, "Examining Systems and Self for Racial Equity,"School Administrator, March 2021. 

Flyswithhawks, Brenda, “The Process of Knowing and Learning: An Academic and Cultural Awakening,” Holistic Education Review, 1996.

Logan, Judy, Teaching Stories, Minnesota Inclusiveness Program, 1993 (Second edition 2013).

McIntosh, Peggy, “White People Facing Race: Uncovering the Myths that Keep Racism in Place,” The Saint Paul Foundation, 2009.

McIntosh, Peggy, “White Privilege: An Account to Spend,” Saint Paul Foundation, 2009.

McIntosh, Peggy and Emily Style, "Faculty-Centered Faculty Development" in Looking Ahead: Independent School Issues and Answers, edited by Patrick Bassett and Louis M. Crosier, 1994.

McIntosh, Peggy and Emily Style, "Social, Emotional, and Political Learning," in Educating Minds and Hearts: Social Emotional Learning and the Passage to Adolescence, ed. Jonathan Cohen (Teachers College Press).

McIntosh, Peggy, “Interactive Phases of Curricular and Personal Re-Vision: A Feminist Perspective,” Working Paper #124, Wellesley College Center for Research on Women (now the Wellesley Centers for Women).

McIntosh, Peggy, “Interactive Phases of Curricular and Personal Re-Vision with Regard to Race” Working Paper #219, Wellesley College Center for Research on Women (now Wellesley Centers for Women), 1990.

McIntosh, Peggy, “White Privilege: Unpacking the Invisible Knapsack,” excerpt in Peace and Freedom, 1989.

McIntosh, Peggy, “White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences Through Work in Women’s Studies,” Working Paper # 189, Wellesley College Center for Research on Women (now Wellesley Centers for Women), 1988.

Nelson, Cathy and Kim Wilsoneds., Seeding the Process of Multicultural Education: An Anthology, Minnesota Inclusiveness Program, 1998 (and © 2010 The National SEED Project).

Russo, Joe, "Sharing Classroom Power: Why We Sit in the Same Room," Transformations (The New Jersey Project), 2001.

Strand, Palma, and Robert G. Smith, Tim Cotman, Cheryl Robinson, Martha Swaim, and Alvin Crawley, Gaining on the Gap: Changing Hearts, Minds, and Practice, R&L Education, 2011.

Style, Emily, "Curriculum as Encounter: Selves and Shelves," English Journal 103.5: 67–74, 2014.

Style, Emily, "Resources and Strategies for Doing Window and Mirror Curriculum Work," Social Science Record, 1996.

Style, Emily, and Linda Powell Pruitt, "In Our Own Hands: Diversity Literacy," Transformations (The New Jersey Project), 1995.

Style, Emily, “Curriculum As Window and Mirror”  Listening for All Voices, Oak Knoll School monograph, Summit, NJ, 1988.

Towery, Ila Deshmukh, Rachel Oliveri, Calvin L. Gidney, “Peer-led Professional Development for Equity and Diversity: A report for teachers and administrators based on findings from the SEED Project,” The Schott Foundation for Public Education, 2007.

Wood, Diane, Debra Smith, and Mark Hicks, “Seeking Educational Equity and Diversity in Elk Grove Schools: A Retrospective Look at the Impact of SEED,” Collaborative Inquiry and Development Group at the University of Southern Maine, 2005.

— Cheryl Robinson, Supervisor, Office of Minority Achievement, Arlington Public Schools, Virginia

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