Working with blinders on: A critical race theory content analysis of research on technology and social studies education

The purpose of this paper is to present a critical race theory content analysis of research on technology and social studies education.

This study, using a critical race theory (CRT) framework, investigates how social studies education scholars have critically addressed the intersection between technology and race/ethnicity through a content analysis of articles in the journals Theory and Research in Social Education (TRSE) and Contemporary Issues in Technology and Teacher Education (CITE) since 1990.

This paper contends that the interaction between technology and race/ethnicity is rarely critically examined in these two prominent social studies education research journals.

In light of this neglect, the paper discusses the need for an in‐depth analysis of the reification of low‐level pedagogical methods with racial/ethnic minority students, an unexplored area of research.