ABSTRACT
In her second articulation of her Interactive Phase Theory, McIntosh revisits her five foci of curriculum development, described in “Interactive Phases of Curricular Re-Vision: A Feminist Perspective.” In this essay, McIntosh draws from her study of race and privilege, and re-outlines the five phases as Phase I: an All-White Discipline; Phase II: Exceptional Minorities in the Discipline; Phase III: “Minority” Issues or “Minority” Groups as a Problem, Anomaly, or Absence in the Discipline; Phase IV: The Lives and Cultures of People of Color Everywhere As the Discipline; and Phase V: The Discipline Redefined or Reconstructed to Include Us All. Again, each phase corresponds to different attitudes towards hierarchies and to the functions of a discipline, but this time the emphasis is on race and the broader experience of life outside of academic disciplines. McIntosh ends her essay with a new race-focused description of curriculum and generational change, using the personas of Meg, Amy, Jo, Maya, Angela, and Adrienne.
