【珮姬·麦金塔】
麦金塔。2017年10月，日本time=2021-10-23
珮姬·麦金塔（Peggy McIntosh，），是美国女性主义者、反种族主义运动家及卫斯理女性研究中心的高级研究员。她是SEED计划（寻求教育平等和多元性）的创始人。 与艾密莉丝·黛儿(Emily Style) 共同主导SEED计划25年。她撰写了许多文章关于课程修订、冒牌者症候群、社会与教育的阶级制度，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）。  该文还有个简短版本《白人特权》（White Privilege: Unpacking the Invisible Knapsack） 。在该文中，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 年间麦金塔的亲身经历构成两篇文章的主要内容。麦金塔鼓励个人反思并承认自身不劳而获的优势、劣势来自巨大且叠床架屋的权力系统。最近出版的著作《On Privilege, Fraudulence, and Teaching As Learning: Selected Essays 1981-2019》是她的论文集。
== 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.