珮姬·麥金塔

麥金塔。2017年10月，日本time=2021-10-23
珮姬·麥金塔（Peggy McIntosh，），是美國女性主義者、反種族主義運動家及衛斯理女性研究中心的高級研究員。她是SEED計畫（尋求教育平等和多元性）的創始人。 與艾密莉絲·黛兒(Emily Style) 共同主導SEED計畫25年。她撰寫了許多文章關於課程修訂、冒牌者症候群、社會與教育的階級制度，以及教師專業發展。
1988年，她發表了《白人特權與男性特權》（White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences Through Work in Women’s Studies）。  該文還有個簡短版本《白人特權》（White Privilege: Unpacking the Invisible Knapsack） 。在該文中，她率先將「特權」納入美國權力、性別、種族、階級和性的討論中。1970至1988 年間麥金塔的親身經歷構成兩篇文章的主要內容。麥金塔鼓勵個人反思並承認自身不勞而獲的優勢、劣勢來自巨大且疊床架屋的權力系統。最近出版的著作《On Privilege, Fraudulence, and Teaching As Learning: Selected Essays 1981-2019》是她的論文集。

**作品列表**
 McIntosh, P. (1988). White privilege and male privilege: A personal account of coming to see correspondences through work in women’s studies. Working paper No. 189. Wellesley, Massachusetts: Wellesley Center for Research on Women.- McIntosh, P. (1989, July/August). White Privilege: Unpacking the Invisible Knapsack. Peace & Freedom Magazine, 10–12.- McIntosh, P. (1998). White privilege, color and crime: A personal account. In Mann, C. R., & Zatz, M. (Eds.), Images of color, images of crime (pp. 207–216). Los Angeles: Roxbury Publishing Company.- McIntosh, P. (2009). White privilege: An account to spend. St. Paul, Minnesota: Saint Paul Foundation.- McIntosh, P. (2009). White people facing race: Uncovering the myths that keep racism in place. St. Paul, Minnesota: Saint Paul Foundation.- McIntosh, P. (1985). Feeling like a fraud. Work in progress No. 18. Wellesley, Massachusetts: Stone Center Working Paper Series.- McIntosh, P. (1989). Feeling like a fraud – Part II. Work in progress No. 37. Wellesley, Massachusetts: Stone Center Working Paper Series- McIntosh, P. (2000). Feeling like a fraud – Part III: Finding authentic ways of coming into conflict. Work in progress No. 90. Wellesley, Massachusetts: Stone Center Working Paper Series.- McIntosh, P. (2019). Feeling Like A Fraud, Part IV: The Psyche as Singular and Plural. In McIntosh, P. (2019). On Privilege, Fraudulence, and Teaching As Learning: Selected Essays 1981-2019 (pp. 107–118). New York: Routledge.- McIntosh, P. (1983). Interactive phases of curricular re-vision: A feminist perspective. Working Paper No. 124. Wellesley, Massachusetts: Wellesley College Center for Research on Women.- McIntosh, P. (1990). Interactive phases of curricular and personal re-vision with regard to race. Working Paper No. 219. Wellesley, Massachusetts: Wellesley Centers for Women.- McIntosh, P. & Style, E. (1994). Faculty-centered faculty development. In Bassett, P. & Crosier, L. M. (Eds.), Looking ahead: Independent school issues and answers. Washington, D.C.: Avocus Publishing, Inc.- McIntosh, P. & Style, E. (1999). Social, Emotional, and Political Learning. In Cohen, J. (1999). Educating minds and hearts: Social emotional learning and the passage into adolescence (pp. 137–157). New York: Teachers College Press.- McIntosh, P., Badger, Chen, J., P. Gillette, P., Gordon, B., Mahabir, H., & Mendoza, R. (2015, Summer). Teacher self-knowledge: The deeper learning. Independent School Magazine, 74(4).- McIntosh, P. (2019). On Privilege, Fraudulence, and Teaching As Learning: Selected Essays 1981-2019 (pp. 107–118). New York: Routledge.

**參考**

**外部鏈接**
  Bio at Wellesley Centers for Women date=20110728173842 - 5970007