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Challenging Dominant Perspectives and Textual Hierarchies in English and Literacy Teacher Professional Development

Abstract Professional development plays a key role in continuing education for English and literacy teachers. Yet, professional development libraries are often mechanisms that reproduce inequities due to their emphasis on dominant perspectives and adherence to textual hierarchies. English and literacy teachers deserve professional development materials from a variety of perspectives and using a multitude of textual types to construct equitable classroom experiences. As a result, the authors first argue the canon of cisgender, able-bodied white educators’ professional development texts should be deconstructed and redesigned to ensure more equitable representation for teacher learning. Second, the authors work to deconstruct the textual hierarchy that positions printed text as the highest source of professional development knowledge and rethink texts for professional development and how professional texts can be redefined. Finally, action steps are provided for teachers and school leaders to challenge dominant perspectives and textual hierarchies in their practice.