ABSTRACT
In this essay, Peggy McIntosh and Emily Style shed light on the National SEED Project’s innovative methodologies that help teachers draw from their own experiences in school and in life. These methodologies are designed to help teachers re-develop their curriculum and classrooms to reflect the multicultural world, to address the evaded curriculum, and to explore frameworks of power. The essay contains an application of McIntosh’s Interactive Phase Theory to faculty and professional development programs. McIntosh and Style articulate how SEED helps teachers to navigate between different phases, to respect their complexity, and to foster the wholeness and complexity of their students.
