A Critical Absence: A Systematic Review of Critical Race Theory in Teacher Thinking Literature

• In Event: Current Issues in Teachers' Lives and Teacher Education

Abstract

This systematic review investigates the integration of Critical Race Theory (CRT) within teacher thinking literature. Despite CRT's importance in addressing educational inequities, our analysis reveals a stark underrepresentation of CRT in this field. Of 30,000 articles on teacher thinking, only 84 (0.28%) explicitly focus on CRT, highlighting a significant gap. Key findings indicate that a substantial part of CRT-focused research is prescriptive, lacking critical engagement with teachers' lived experiences. The study emphasizes the need for participatory approaches that better reflect the complexities and contextual realities of teaching. By highlighting this lack of engagement with CRT and race-related themes, this review advocates for a deeper integration of CRT in teacher thinking research to promote equity in educational practices.

Author

• Riku Sayuj, University of Pennsylvania