ABSTRACT
I argue that learning developers may better enact the values articulated by ALDinHE through engaging in immanent critique of their roles, of knowledge (re)production within HE, and of normative learning practices. This piece builds upon the principles of Critical Pedagogy and, reading them through a Frankfurt School of Critical Theory lens, combines them with tenets of heutagogy. There is no articulation of a ‘how-to’ approach to criticality. At this juncture in the historical development of LD, the context deems that learning developers must negotiate the need to continuously articulate their worth, whilst resisting falling foul of undertaking their roles in an instrumental manner. Instead, enacting an ALDinHE ethos means that learning developers could transmute fear, and critically reflect upon what they, as well as fellow staff and students, are often encultured to do in the name of effective practice and outcomes.
