Improv theater has expanded beyond a popular American form of entertainment into an educational experience for students and teachers. It may be difficult to imagine that an interactive, joyful, and collaborative improv workshop might be harmful, but our own experiences as professional improvisers led us to observe that even well-intentioned, antiracist improv theater interventions tend to reflect Whiteness more than democratic values. We investigate this observation through a systematic review of education research articles. Our review of 30 studies reveals that, to varying degrees, researchers have regarded improvisation as an instrumental practice to improve some other activity or as metaphor for the activity of teaching. We found that Whiteness has been central to the use of improvisation in educational contexts. Finally, this study illustrates that a turn toward disciplined improvisation or an improvisational ethos offers one way to practice the ideals of democratic education.

即兴戏剧已经从一种流行的美国娱乐形式扩展到学生和教师的教育体验。可能很难想象一个互动、快乐和协作的即兴工作室可能是有害的，但我们自己作为专业即兴演奏者的经历让我们观察到，即使是善意的、反种族主义的即兴戏剧干预也倾向于反映白人而不是民主价值观。我们通过对教育研究文章的系统回顾来调查这一观察结果。我们对 30 项研究的回顾表明，研究人员在不同程度上将即兴创作视为改进某些其他活动的工具性实践或对教学活动的隐喻。我们发现，白度一直是在教育环境中使用即兴创作的核心。最后，