This article explores Meyerson and Scully's concept of 'tempered radicalism' (1995) in the context of contemporary academic practice and identity. We report on a collaborative autoethnographic study which addressed the question: 'What does the concept of tempered radicalism mean to us as academics in contemporary higher education?' We explore how the concept of tempered radicalism allows us to consider our own actions and abilities to drive change within an increasingly challenging higher education environment moulded by the policies, values and practices of neoliberal economics. In this context, we share differing perspectives on what it means to bring a values-based criticality to our work. It is the breadth of Meyerson and Scully's concept which allows us to approach this exploration in a way which emphasises commonality rather than difference and facilitates collaboration. This article therefore showcases the utility of tempered radicalism to academics with a range of perspectives.