One of my goals in writing my masters thesis was to write something useful, which I feel I accomplished. But it is only useful if read. To that end, I printed and bound it and am making copies available. Entering Whiteness with Conscious Intent in Post Secondary Classrooms discusses themes and issues to use as "entry points" to the study of whiteness in post-secondary classrooms. These entry points include racial identity, history and the social construction of whiteness, the underpinnings of Western thought and knowledge production, white privilege and social justice, and personal narrative and autobiography. Showing the various "entry points" to the study of whiteness makes visible the interrelatedness of the foundations of western thought, the maintenance of racist systems, and how systems create willing subjects under discursive hegemony. It also investigates pedagogy suited to the examination of whiteness and proposes a pedagogy based in dialog and reflection that values emotion and spirit in conjunction with critical rationality as necessary to effectively question the hidden beliefs and unconscious assumptions embedded in western ideologies. Looking into current practices of educators who are investigating whiteness is their classrooms, it reports on a study in which post-secondary educators discuss their goals, their curriculum, their pedagogical approach, and their experiences in the classroom with their students. Finally, the work interrogates the relationship between whiteness and the process of academic writing, challenging traditional notions of academic knowledge production within Western culture. Self published. $25 + shipping. helfand@well.com