Abstract
This article contributes to dialogue on theorising in higher education with particular
reference to professional academic development. It provides a critique of the
evangelical adherence to dominant theories and argues that the uncritical use of
dominant theories cannot contribute to addressing social injustices in higher
education. In so doing it argues for theorisation in professional academic development
that is more sensitive to context. Drawing on insights from C. Wright Mills (2000) the
article suggests that by employing a sociological imagination to theorisation it is
possible to critically engage with dominant discourses and come up with imaginative
and creative solutions that are aligned with a social justice stance on professional
academic development as well as address social inequities and injustices in higher
education.