The bulk of my studies and in particular my graduate career has become dedicated to the

themes of integrated education. Integration means fusing different cultures and does not ask

students to give up their ideas and focus on differences but instead concentrates on our

connectivity to society as a whole. Through integrated education not only does the teacher guide

the student in translating their environment and experiences into knowledge but shows them the

value of empathy through seeing the value of others.

As the United States begins to compete on a global scale and the world becomes a village

learning how to interact with other cultures and races becomes imperative. The themes of

knowledge are power need to become dominant over ignorance is bliss. Through my studies and

my goals for the classroom, I want to bridge gaps in social and economic disparities. The

books/articles that I chose to include in my annotated bibliography display methods of breaking

down old models and new ways to implement change.

Emdin, Christopher. For White Folks Who Teach in the Hood ... and the Rest of Y'all

Too Reality Pedagogy and Urban Education. Beacon Print, 2017.

In this book, Emdin provides a guide primarily for white educators in low-income

schools that are made up of black and Latino populations. The themes apply to an educational

setting but can also become used to everyday life. Through highlighting the disconnects between

white teachers and students of color the author gives the background of why traditional models

do not work in predominantly black classrooms.

Flowers, Kate. “With Eyes No Longer Blind.” California English, vol. 24, no. 3, Feb. 2019,

pp. 13–15.

The article talks about Flowers' insights about racism as it applies to the classroom. She

relates her experiences through committees and conferences and interactions with black
colleagues. Flowers reflects on her responsibilities of addressing racial literacy and diversity in

the classroom and examines solutions.

Freire, Paulo. Pedagogy of the Opressed. The Seabury Press, 1970.

Freire views education entrenched by political constraints and calls for a need for social

reform. Similar to hooks, Freire equates liberation and education with conscientização or raising

consciousness. Freire discusses how education can lift the poor to a place of power and take

control of their lives even an agrarian setting.

hooks, bell. Teaching to Transgress : Education as the Practice of Freedom. New York :

Routledge, 1994.

In this book, hooks talks about her views as they apply to a democratic classroom. She

writes about how teaching becomes connected to education and the practice of freedom. hooks

calls upon the reader to rethink ideas about gender and feminism in the classroom and how those

dynamics play a role in power structures.

Johnson, Lamar L. “Where Do We Go from Here? Toward a Critical Race English

Education.” Research in the Teaching of English, vol. 53, no. 2, Nov. 2018, pp. 102–

124.

In this article, Johnson presents Critical Race English Education (CREE) as a format to

address the power structures of white and anti-black control in the classroom. He applies current

events such as Ferguson as well as his personal experiences. Johnson's goals are to shorten the

gaps in the marginalization of blacks in the classroom.

Jarvie, Scott, et al. “Questioning Margins and Centers in Reading, Writing, and Research.”

Research in the Teaching of English, vol. 52, no. 1, Aug. 2017, pp. 5–12.

This article serves as an introduction to the periodical "Research in the Teaching of

English" and shows the issues surrounding the discrimination of black youth in academic settings

and the marginal acts surrounding them.

Kiuchi, Yuya. Race Still Matters : The Reality of African American Lives and the Myth of

Postracial Society. SUNY Press, 2016.

This article focuses on the historical significance of the civil rights era and American

society in a post-racial era. Kiuchi shows how that despite many arguing that racism is dead and

that we now live in a colorblind world that discrimination still exists. She coordinates the

connections to police violence, economic disparity, health care gaps, and the misrepresentation

of blacks in the media.

Villanueva, Victor, and Robert Eddy. A Language and Power Reader : Representations of

Race in a Post-Racist Era. Logan : Utah State University Press, 2013., 2013.

This book shows the various forms of English dialects and how those forms become

misrepresented in literature. The authors highlight works from the Pidgin and African American

language that displays the transitional arrangements of English. Through research, the authors

show the value of writing through multiple lenses and how that applies to rhetorical writing.

Warne, Adrienne D. Ethnic and Cultural Identity : Perceptions, Discrimination and

Social Challenges. Nova Science Publishers, Inc, 2015.

This book provides research on ethnic and cultural identity and how it relates to body

image in black youth. The authors connect history and how integrating cultures view themselves
in a dominant white society. The book deconstructs stereotypes and how language and identity

apply to the community.

Wayne Campbell Peck, author, et al. “Community Literacy.” College Composition and

Communication, no. 2, 1995, p. 199.

The authors rethink the settlement house tradition and how the model applies to the

relationship between universities and the community. They show the importance of bridging

gaps through community literacy programs that solve problems in writing and strengthened the

community.