珮姬·麥金塔

珮姬·麥金塔（Peggy McIntosh，1934年11月7日—），是美国女性主义者、反种族主義運动家及衛斯理女性研究中心的高级研究員。她是SEED計畫（寻求教育平等和多元性）的创始人。 與艾密莉絲·黛兒(Emily Style) 共同主導SEED計畫25年。她撰写了許多文章关于课程修訂、冒牌者症候群、社会與教育的階級制度，以及教师专业发展。 1988年，她发表了《白人特权与男性特权》（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，她率先将「特权」纳入美国权力、性别、种族、阶级和性的讨论中。1970至1988 年間麥金塔的親身经历構成兩篇文章的主要內容。麥金塔鼓励个人反思并承认自身不劳而获的优势、劣势來自巨大且疊床架屋的权力系统。最近出版的著作《On Privilege, Fraudulence, and Teaching As Learning: Selected Essays 1981-2019》是她的论文集。 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. SEED Project website （页面存档备份，存于互联网档案馆）, at Wellesley Centers for Women. National SEED Project - Peggy McIntosh's White Privilege Papers. National SEED Project. Wellesley Centers for Women. [16 March 2017]. （原始内容存档于2018-09-21）.  McIntosh, Peggy. On Privilege, Fraudulence, and Teaching As Learning: Selected Essays 1981-2019. New York, NY: Routledge. 2020. ISBN 978-0815354116.  Bio at Wellesley Centers for Women （页面存档备份，存于互联网档案馆） 珮姬·麥金塔在互联网电影资料库（IMDb）上的資料（英文）