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Purpose – We examine the reading lists for required foundational library and information science (LIS) courses at the top 20 American Library Association-accredited LIS programs in North America; explore the extent to which critical race theory (CRT) and other critical literatures, methods, and approaches were engaged; and discuss the implications of the findings for LIS education.

Methodological Approach – We conducted quantitative and qualitative content analyses of foundational required readings for the top 20 Master of Library Science/Master of Library and Information Science programs (as ranked by U.S. News & World Report). The sampling process was twofold. The initial sampling included development of the foundational course sample, and the secondary sampling included development of the sample of required readings.

Findings – The vast majority of the required foundational courses examined provided students with little to no exposure to CRT or critical theory.

Originality/Value – CRT and its related concepts provide a structural framework for preparing LIS students and graduates to recognize and address racism, to understand “how power and privilege shape LIS institutions and professional practice” (Cooke, Sweeney, & Noble, 2016, p. 107), and to embrace social justice as an LIS value. Incorporating CRT into existing courses is the first step in pushing the profession in this direction.

In this chapter we have broadly sketched the educational history of Aotearoa New Zealand to show that this historical backdrop offers a fascinating insight into contemporary debates. In the following chapters we adopt a thematic approach to the history of teacher preparation in Aotearoa New Zealand. We do not offer an institutional or chronological historical narrative, but rather, the chapters are interconnected as they re-trace, recall and re-tell this educational history. Our core thesis is that across the long history of teacher preparation these themes permeate the shifts and changes in educational policy and practice and that ruptures at particular historical moments are not unique. We draw on a number of historical examples to underscore the oftentimes personal impact of the wider policy environment and the educational stories of aspiring teachers. Importantly, we have documented the methodological approaches employed and the archival research that has influenced our reading of the materials.