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Much of the formal professional development teachers experience consists of short-term workshops that maintain – rather than disrupt – the systems of power that reproduce educational inequities. In response, some scholars have advocated critical professional development (PD) as a means of supporting teachers’ interrogation of these inequities and empowerment to effect change. Critical PD is based on Paulo Freire’s ideas of dialogue, problem-posing, and praxis, and it tends to emerge within grassroots organisations that function independently from the school systems. There are two drawbacks to this autonomous structure, however: the  legitimacy problem , or the fact that the pedagogies advocated within these groups may be difficult to implement without the institutional support of participants’ districts; and the  resource problem , or the fact that teachers’ time and efforts within these independent organisations is typically uncompensated. In this essay, we describe a research – practice partnership in which we co-developed critical PD on culturally responsive teaching with district leaders. The form of the PD, critical action research, allowed the participants to engage in problem-posing and praxis in order to analyse systems of power and their own positionalities within these systems. Recommendations for those with and without access to research – practice partnerships are offered.

Laying a foundation for critical professional development through a research–practice partnership