Increasing but insufficient polyphony: are there voices that could further enrich the discussion of LD professional identities?
DOI:
https://doi.org/10.47408/jldhe.vi40.1752Keywords:
professional identities, professional practices, practitioner research, LD in ScotlandAbstract
The development of Learning Development (LD) in the United Kingdom (UK), and its sister disciplines in other countries, has been accompanied by intense conversations and reflection on the professional identities of those involved in it. This paper contributes to these debates by focussing on aspects of LD identities and practice that remain stubbornly uncertain. It argues that the growing consensus in the literature should not distract from questions about how well the literature represents the full community of Learning Developers (LDers). To this end, it reviews current literature on LD identities and practice, focussing on potential limitations to the emerging body of knowledge these publications represent. In response, it develops the rationale for a study among Scottish LDers that addresses some of the aspects currently underrepresented in the literature by including a wider scope of voices and focussing more strongly on practice.
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