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Working with Blinders On: A Critical Race Theory Content Analysis of Research on Technology and Social Studies Education
ARTICLE

Multicultural Education & Technology Journal Volume 1, Number 3, ISSN 1750-497X

Abstract

Purpose: The purpose of this paper is to present a critical race theory content analysis of research on technology and social studies education. Design/methodology/approach: 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. Findings: This paper contends that the interaction between technology and race/ethnicity is rarely critically examined in these two prominent social studies education research journals. Originality/value: 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. (Contains 8 notes.)

Citation

Marri, A.R. (2007). Working with Blinders On: A Critical Race Theory Content Analysis of Research on Technology and Social Studies Education. Multicultural Education & Technology Journal, 1(3), 144-161. Retrieved December 17, 2018 from .

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Cited By

  1. Gender Differences in Technology Integration

    Tina Heafner, University of North Carolina at Charlotte, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2841–2851

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