Clockwise from the upper left:

• Linda Sartor, Ph.D. teaches research in a M.Ed. program at Dominican University, leads wilderness trips for Rites of Passage, and is a field team member with the Nonviolent Peaceforce, which is attempting to bring forth a Gandhian vision by placing trained unarmed foreigners in places of violent conflict to provide a protective presence that reduces fear and violence. Linda lives in an intentional community in Sonoma County.
• Carole Barlas, Ph.D. is an adult educator and independent consultant in the field of organizational development and transformative learning. She has been an adjunct professor at the California Institute of Integral Studies and St. Mary’s College. Carole is now retired and is an exhibited painter and a yoga practitioner. She is a white Jewish woman and has two adult children and two grandsons.
• Doug Paxton, Ph.D. is a learner and educator who is passionate about how we learn from our experience and connect to people and places around us. His Ph.D. in Transformative Learning led to his dissertation research on how white people can work together to address racism in themselves and in organizations. He is on the faculty at Saint Mary's College of California. Born in Kentucky, he now lives in San Francisco with his domestic partner Joe Vassallo.
• Penny Rosenwasser, Ph.D. A part-time instructor at the City College of San Francisco, she is a social justice practitioner and a white queer Ashkenazi Jew. Penny is completing a book on internalized anti-Semitism, and on its relationship to justice in Israel/Palestine as well as to the construction of race in the United States. Her previous books include Voices from a 'Promised Land' and Visionary Voices: Women on Power.
• Alec MacLeod, M.F.A. has been on the faculty at the California Institute of Integral Studies since 1993. A middle-aged, middle-class straight white male, he most recently launched his web project, The Canine in Conversation, which reflects on the ways in which colloquial references to dogs, especially name-calling references, can be signifiers of dehumanization. www.metaphordogs.org.
  
• Elizabeth Kasl, Ph.D. has fostered collaborative learning through scholarly work, curriculum development, and pedagogical practice. When she helped form the doctoral program in Transformative Learning at the California Institute of Integral Studies, students of color challenged her and supported her initial exploration of issues of racism and white privilege. As an independent scholar she continues to learn about whiteness and to benefit from the power of group learning as a member of the ECCW.