Timeline & Publications

2016

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.

2015

First Wisconsin SEED Institute, a partnership with the Wisconsin Indian Education Association.

First two ReSEED: Revisit, Renew, Recharge events, three-day opportunities for trained SEED leaders to reunite and recharge, sharing and developing their facilitation skills.

Gail Cruise-Roberson and Jondou Chase Chen, Ph.D., named co-directors.

2014

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.

2013

National SEED website launches.

Long-time staff members Gail Cruise-Roberson and Jondou Chase Chen, Ph.D., named associate directors.

2012

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.

2011

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.

Emmy Howe, who first trained as a SEED leader in 1997 and also co-founded Welcoming Schools, joins Emily Style and Dr. Brenda Flyswithhawks to co-direct National SEED.

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.

2009

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."

2007

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."

2005

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."

2002

Brenda Flyswithhawks becomes co-director of National SEED, joining Peggy McIntosh and Emily Style.

2001

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.

1999

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).

1998

Minnesota SEED publishes Seeding the Process of Multicultural Education: An Anthology, edited by Cathy Nelson and Kim Wilson.

Brenda Flyswithhawks becomes co-manager of SEED New Leaders Week.

1997

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.

1996

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.

1995

Emily Style and Linda Powell Pruitt publish "In Our Own Hands: Diversity Literacy," in the New Jersey Project journal Transformations.

1994-2002

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.

1994

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.

1993–1994

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.

1993

Judy Logan publishes Teaching Stories in conjunction with the Minnesota SEED Project.

1992-2005

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.

1990

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)

1989

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.

1988

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.

1987

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.

1986

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.

1985

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.

1984-85

Peggy McIntosh leads third Dodge seminar, for teachers from Delaware, Maryland, and Pennsylvania.

1983-84

Emily Style attends second-year Dodge-sponsored secondary school teacher seminar, held in New Jersey for mid-Atlantic teachers, and meets Peggy McIntosh.

1983

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).

1982-83

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.

1981

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."

— Cheryl Robinson, Supervisor, Office of Minority Achievement, Arlington Public Schools, Virginia