and globally-informed curricula for their students. Since the first SEED Project meeting in 1987, SEED has trained 2,200 K-16 teachers in 40 US states and 14 other countries, indirectly impacting millions of students. The SEED Project has been funded by private donors, local school support, and 15 foundations, including the W. K. Kellogg Foundation. In 2011, McIntosh stepped down as the project's co-director. Publications 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.,