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Re-theorising the recognition of prior learning
Per Andersson and Judy Harris
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Theories/Ideas for Practice |
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The recognition of prior learning (RPL) is an educational response to the need to widen participation in education and training for economic advancement and social inclusion. The social meanings of RPL have different configurations depending on historical, cultural, economic and political forces in different places. One constant is the reliance on the widely pervasive educational philosophies of experiential learning: constructivism and progressivism.
This book challenges the orthodoxy of experiential learning and the particular readings of knowledge, pedagogy, learning, identity and power which it privileges. It does this by introducing different theoretical resources to RPL and drawing on experiences of RPL in the UK, South Africa, Australia, Sweden, Canada and the USA.
The book provides a range of re-conceptualisations of the relational terrain between adult experience and learning on the one hand, and specialist or academic knowledge on the other.
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Contents
| Foreword | |
| Information on authors | |
| Chapter 1 | Introduction and overview of chapters Judy Harris |
| Chapter 2 | Different faces and functions of RPL: an
assessment perspective Per Andersson |
| Chapter 3 | Questions of knowledge and curriculum in the
recognition of prior learning Judy Harris |
| Chapter 4 | A disciplinary-specific approach to the
recognition of prior informal experience in adult pedagogy: ‘rpl’ as
opposed to ‘RPL’ Mignonne Breier |
| Chapter 5 | Portfolio-based assessment of prior learning:
a cat and mouse chase after invisible criteria Yael Shalem and Carola Steinberg |
| Chapter 6 | RPL and the disengaged learner: the need for
new starting points Roslyn Cameron |
| Chapter 7 | Beyond Galileo’s telescope: situated knowledge
and the recognition or prior learning Elana Michelson |
| Chapter 8 | Using critical discourse analysis to
illuminate power and knowledge in RPL Helen Peters |
| Chapter 9 | The politics of difference: non/recognition of
the foreign credentials and prior work experience of immigrant
professionals in Canada and Sweden Shibao Guo and Per Andersson |
| Chapter 10 | RPL: an emerging and contested practice in
South Africa Ruksana Osman |
| Chapter 11 | ‘Tools of mediation’: an historical-cultural
approach to RPL Linda Cooper |
| Chapter 12 | Vocations, ‘graduateness’ and the recognition
of prior learning Leesa Wheelahan |
| Chapter 13 | Recognising prior learning: what do we know? Helen Pokorny |
| Chapter 14 | Reconfiguring RPL and its assumptions: a
complexified view Tara Fenwick |
| Chapter 15 | Understanding the transformative dimension of
RPL Susan Whittaker, Ruth Whittaker and Paula Cleary |
| Chapter 16 | Endword Michael Young |
| Index |
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