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.
