To increase engaged participation while teaching the construction of race and impacts of racism in predominately white classrooms (PWCs), Jasmine Harris uses an ongoing assignment that asks students to repackage what they are learning, bridging racial theory introduced in assigned readings with students' synthesis of course material to create critical analyses of the world around them. It's a process this article details as a template for course integration. In disengaged classrooms, podcasts improve critical thinking, speaking, and writing. Podcasts, episodic audio files that, together, form a cohesive "show," primarily replace readings in the classroom to teach listening comprehension skills. But as a medium for public discourse, podcasts are useful platforms for discussing sensitive topics. In courses where students are likely to disengage, like the courses on race that Harris teaches, it is not enough to assign podcasts as something to listen to; instead, she challenges them to create their own. In the process, students add to critical race discourse in both mainstream and academic settings; challenging what counts as knowledge (Collins, 2000).