A Review of Literature on In-Service Professional Development Explicitly Addressing Racism With Practicing Teachers

• In Event: Developing and Sustaining Anti-Oppressive, Antiracist, and Anti-Ableist Teachers

Abstract

This systematic review of literature examines research on professional development (PD) efforts in which practicing teachers are asked explicitly to engage with race and racism. This review finds 26 such studies between 1981 and 2019. I analyze each study and patterns across studies in terms of the race-related changes hoped for by PD providers; the pedagogical approach as described by researchers; and the outcomes of PD as analyzed by researchers. I synthesize four goals providers had for such PD (as documented by researchers) and find a significant absence of pedagogical approaches in addition to three specific pedagogical approaches. In conclusion, I outline takeaways from across this body of literature as well as areas for consideration.

Author

• Andrew Matschiner, University of California - San Diego