title: Correction to toporek (2014).
abstract: Reports an error in "Pedagogy of the privileged: Review of Deconstructing Privilege: Teaching and Learning as Allies in the Classroom" by Rebecca L. Toporek (Cultural Diversity and Ethnic Minority Psychology, 2014[Oct], Vol 20[4], 621-622). This article was originally published online incorrectly as a Brief Report. The article authored by Rebecca L. Toporek has been published correctly as a Book Review in the October 2014 print publication (Vol. 20, No. 4, pp. 621-622. http://dx.doi.org/10.1037/a0036529). (The following abstract of the original article appeared in record 2014-42484-006.) Reviews the book, Deconstructing Privilege: Teaching and Learning as Allies in the Classroom edited by Kim A. Case (2013). The purpose of this book is to provide a collection of resources for those teaching about privilege directly, much of this volume may be useful for expanding the context within which educators teach all aspects of psychology. Understanding the history and systems of psychology, clinical practice, research methods, assessment, and all the core areas of psychology could be enhanced by consideration of the structural framework through which psychology has developed and is maintained. The book presents a useful guide for educators, and in particular, those who teach about systems of oppression and privilege directly. For psychologists, this guide provides scholarship and concrete strategies for facilitating students' awareness of multiple dimensions of privilege across content areas. (PsycINFO Database Record (c) 2015 APA, all rights reserved).