For the first time, three separate national SEED New Leaders Weeks held in a single year, training a record number of people to lead SEED seminars in their schools and organizations.
Third Re-SEED: Revisit, Renew, Recharge event held, a three-day opportunity for trained SEED leaders to reunite and recharge, sharing and developing their facilitation skills.
National SEED Scholarship Fund launched to provide the transformative SEED journey to educators from under-resourced schools and communities.
First two ReSEED: Revisit, Renew, Recharge events, three-day opportunities for trained SEED leaders to reunite and recharge, sharing and developing their facilitation skills.
First SEED Administrators Institute held at Wellesley College, bringing together 30 school principals, division heads, and other administrators who have, at various points in SEED's history, participated in and/or supported SEED in their schools.
Emily Style publishes "Curriculum as Encounter: Selves and Shelves," English Journal 103.5: 67–74, 2014.
Jondou Chase Chen publishes "The Personal Urgency and Pedagogical Necessity of Seeking Educational Equity and Diversity," Research & Action, Fall/Winter 2014.
National SEED website launches.
First summer that two week-long New Leaders Weeks are held. Attendees include grantees from rural and urban schools whose training fees were waived altogether, and recipients of SEED Fellowship Grants that offset the cost of SEED in their schools.
National SEED Facebook page launches.
SEED receives $2.92 million dollar grant from W.K. Kellogg Foundation to double the number of SEED leaders trained each year, to waive training fees for teachers from 18 rural and urban schools that serve the most vulnerable populations, to launch a new online presence, and to hold a SEED Leadership Institute for school principals.
Dr. Peggy McIntosh steps aside as co-director to lead the Kellogg-funded expansion.
Gaining on the Gap: Changing Hearts, Minds, and Practice is published, an anthology documenting the institutional journey toward more inclusive curriculum and pedagogy in the Arlington, Virginia, public school district. The district has been aided by many trained SEED leaders including Cheryl Robinson, supervisor of its Office of Minority Achievement, and Alvin Crawley, assistant superintendent for student services, both contributors to the book.
St. Paul Foundation commissions McIntosh to write two new papers, "White People Facing Race: Uncovering the Myths that Keep Racism in Place," and "White Privilege: An Account to Spend."
The Schott Foundation for Public Education publishes "Peer-led Professional Development for Equity and Diversity: A report for teachers and administrators based on findings from the SEED Project."
Diane Wood, Debra Smith, and Mark Hicks of the Collaborative Inquiry and Development Group at the University of Southern Maine publish "Seeking Educational Equity and Diversity in Elk Grove Schools: A Retrospective Look at the Impact of SEED."
Brenda Flyswithhawks becomes co-director of National SEED, joining Peggy McIntosh and Emily Style.
Joe Russo, Assistant Director of NJ SEED, publishes "Sharing Classroom Power: Why We Sit in the Same Room," in the New Jersey Project journal Transformations.
1999 - 2001
The Elk Grove United School District, with the support of Assistant Superintendent Dr. Odie Douglas and Dr. Peggy McIntosh, obtains a $450,000 grant from the Lucent Technologies Foundation to send over 75 Elk Grove educators to SEED summer workshops over three summers.
Peggy McIntosh and Emily Style publish "Social, Emotional, and Political Learning," in Educating Minds and Hearts: Social Emotional Learning and the Passage to Adolescence, ed. Jonathan Cohen (Teachers College Press).
Minnesota SEED publishes Seeding the Process of Multicultural Education: An Anthology, edited by Cathy Nelson and Kim Wilson.
Brenda Flyswithhawks becomes co-manager of the National SEED summer workshop.
Kathy Orihuela, a teacher in the Elk Grove United School District in Sacramento, CA, attends the eleventh SEED New Leaders Week. Her participation leads to the Elk Grove SEED initiative in 1999.
Brenda Flyswithhawks publishes "The Process of Knowing and Learning: An Academic and Cultural Awakening," in the Holistic Education Review.
Emily Style publishes "Resources and Strategies for Doing Window and Mirror Curriculum Work," in Social Science Record.
Emily Style and Linda Powell Pruitt publish "In Our Own Hands: Diversity Literacy," in the New Jersey Project journal Transformations.
Emily Style launches (and sustains for nine years, with Joe Russo serving as assistant director) the New Jersey SEED Project as a second branch of the National SEED Project, in order to expand further the number of teachers who can be trained during the summer. Funded by the Dodge Foundation and the St. Paul Foundation.
Peggy McIntosh and Emily Style publish "Faculty-Centered Faculty Development" in Looking Ahead: Independent School Issues and Answers, edited by Patrick Bassett and Louis M. Crosier.
As Distinguished Asia Scholar of the United Board for Christian Higher Education in Asia, McIntosh consults with women on 22 Asian campuses about the development of Women's Studies and programs that bring materials from Women's Studies into the college and university curriculum.
Judy Logan publishes Teaching Stories in conjunction with the Minnesota SEED Project.
Cathy Nelson, a 1990 Minnesota "Teacher of the Year," launches the Minnesota SEED Project as a branch of the National SEED Project, in order to expand the number of teachers who could be trained during the summer. Funded by the St. Paul Foundation and several other funders. Co-directed by Dena Randolph and Kim Wilson with Yvonne Robinson and Cheryl Rosebrook also serving in executive roles in the course of the 14 years of its existence.
McIntosh publishes "Interactive Phases of Curricular and Personal Re-Vision with Regard to Race" as Working Paper #219, Wellesley College Center for Research on Women (now the Wellesley Centers for Women). (Digital version)
The SEED (Seeking Educational Equity & Diversity) Project on Inclusive Curriculum name is first used in conjunction with Peggy McIntosh and Emily Style's third summer workshop, held at St. Olaf College in Minnesota, for K-12 educators from around the country.
An excerpt of McIntosh's 1988 working paper, "White Privilege: Unpacking the Invisible Knapsack," is published by Peace and Freedom magazine and begins to be widely circulated.
Peggy McIntosh publishes "White Privilege and Male Privilege: A Personal Account of Coming to See Correspondences Through Work in Women's Studies," as Working Paper #189, Wellesley College Center for Research on Women (now the Wellesley Centers for Women).
Emily Style publishes her essay "Curriculum As Window and Mirror" in conjunction with the "Listening for All Voices" conference directed by Margaret Crocco at Oak Knoll School in Summit, New Jersey.
The State of Minnesota uses Style's "Curriculum As Window and Mirror" as part of its justification to pass "Minnesota's Multicultural Gender-Fair Curriculum Rule," requiring curriculum and pedagogy to deal more inclusively with gender, race, and disability.
Minnesota teacher Cathy Nelson and California teacher Judy Logan attend the second national summer workshop for new seminar leaders.
Founder Peggy McIntosh and Co-director Emily Style hold first week-long summer workshop on "Integrating Women's Studies Scholarship into the Secondary Curriculum," with 31 participants from public and private schools in 12 states and two English-speaking international schools; Brenda Flyswithhawks is one of the presenters. Participants are prepared and required to lead year-long monthly faculty development seminars for their colleagues in their own schools.
McIntosh realizes that teachers from any state could be prepared in a week-long summer workshop to lead year-long, monthly seminars in their own schools. She writes three grant proposals and secures funds from all three funders in order to start the national program which will create school-based seminars to integrate Women's Studies into the secondary school curriculum, not yet named SEED.
McIntosh attends a National Women's History Project workshop in Santa Rosa, California, where she experiences a presentation by Brenda Flyswithhawks (then Brenda Collins), prompting her to invite Brenda as a presenter for the subsequent summer workshop. McIntosh also first meets Minnesota teacher Cathy Nelson and California teacher Judy Logan at this NWHP workshop. Nelson will launch the Minnesota SEED branch in 1992. Logan will become a SEED summer staff member and author.
Emily Style co-leads fourth Dodge seminar, for New Jersey teachers. Peggy McIntosh and Style's ideas on curricula form the heart of the program.
Peggy McIntosh leads third Dodge seminar, for teachers from Delaware, Maryland, and Pennsylvania.
Emily Style attends second-year Dodge-sponsored secondary school teacher seminar, held in New Jersey for mid-Atlantic teachers, and meets Peggy McIntosh.
Peggy McIntosh publishes "Interactive Phases of Curricular and Personal Re-Vision: A Feminist Perspective," as Working Paper #124, Wellesley College Center for Research on Women (now the Wellesley Centers for Women). (Digital version).
First faculty-development seminar for New England-area high school teachers on "Integrating Women's Studies Scholarship into the Secondary Curriculum," coordinated by Peggy McIntosh and funded by the Geraldine R. Dodge Foundation. Held at Wellesley College.
Emily Style publishes Multicultural Education and Me: The Philosophy and the Process, Putting Product in its Place, laying out the concepts of "making textbooks of our lives" and the need for balancing attention to "scholarship in the selves" alongside "scholarship on the shelves."
1979-81 and 1983-85
Faculty-development seminars for college and university teachers held at the Wellesley College Center for Research on Women (now the Wellesley Centers for Women), coordinated by Peggy McIntosh and funded by the Andrew W. Mellon Foundation, to look at new scholarship on women for the purpose of "Integrating Women's Studies Scholarship into the College Curriculum."