Abstract
PurposeThe purpose of this paper is to present a critical race theory content analysis of research on technology and social studies education.Design/methodology/approachThis 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 journalsTheory and Research in Social Education(TRSE) andContemporary Issues in Technology and Teacher Education(CITE) since 1990.FindingsThis paper contends that the interaction between technology and race/ethnicity is rarely critically examined in these two prominent social studies education research journals.Originality/valueIn 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.
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