Taking an autoethnographic approach, the authors seek to encourage more learning developers to engage in the process of writing in order to co-create the field of learning development. Whilst acknowledging the particular complexities of writing within learning development, they take a perspective that writing can act as liberatory practice – liberation from self-explanation, self-justification and self-doubt. The authors argue that seeing writing as a form of liberatory practice helps reduce the fear around writing, gives practitioners the courage to publish and gives learning developers the freedom to shape the future of their field.
Association for Learning Development in Higher Education