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04688cam a2200553 a 4500 |
| 001 - CONTROL NUMBER |
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a3585599 |
| 003 - CONTROL NUMBER IDENTIFIER |
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SIRSI |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20230608011904.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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060913t20062006enk b 100 1 eng |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781862012653 (pbk) |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
JCRC |
| 245 00 - TITLE STATEMENT |
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| Title |
Re-theorising the Recognition of Prior Learning / |
| Statement of responsibility, etc. |
edited by Per Andersson and Judy Harris. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Leicester : |
| Name of publisher, distributor, etc. |
NIACE (National Institute of Adult Continuing Education), |
| Date of publication, distribution, etc. |
2006. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xii, 330 p. : |
| Other physical details |
ill. ; |
| Dimensions |
24 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes bibliographical references and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
"The Recognition of Prior Learning (RPL) is one of a cluster of educational responses to the need to widen participation in education and training for reasons of economic advancement and/ or social inclusion. In different countries, RPL has taken on different social meanings depending on historical, cultural, economic and political forces. In most practices, there is a reliance on the widely pervasive educational philosophies of experiential learning, constructivism and progressivism.<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
RPL seems to have got stuck in a discourse of righteousness, in which any critique of practice is taken to imply a critique of the social project that RPL practices (and practitioners) seek to advance. 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 in the UK, South Africa, Australia, Sweden, Canada and the USA.<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
The chapters provide re-conceptualisations of the relationship between adult experience and learning on the one hand, and specialist or academic knowledge on the other. This terrain is not unique to RPL, but such practices do offer 'spaces' where such relationships can be revisited and debated. However, to do so requires more complex understandings of knowledge, pedagogy, learning, identity and power than are afforded by experiential learning theory." (Book Cover)<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CONTENTS:<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Foreword; Information on authors |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Chapter 1. Introduction and overview of chapters / |
| Statement of responsibility |
Judy Harris |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 2. Different faces and functions of RPL: an assessment perspective / |
| Statement of responsibility |
Per Andersson |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 2. Different faces and functions of RPL: an assessment perspective / |
| Statement of responsibility |
Per Andersson |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 3. Questions of knowledge and curriculum in the recognition of prior learning / |
| Statement of responsibility |
Judy Harris |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 4. A disciplinary-specific approach to the recognition of prior informal experience in adult pedagogy: 'rpl' as opposed to 'RPL' / |
| Statement of responsibility |
Mignonne Breier |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 5. Portfolio-based assessment of prior learning: a cat and mouse chase after invisible criteria / <br/> |
| Statement of responsibility |
Yael Shalem and Carola Steinberg |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 6. RPL and the disengaged learner: the need for new starting points / <br/> |
| Statement of responsibility |
Roslyn Cameron |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 7. Beyond Galileo's telescope: situated knowledge and the recognition or prior learning / |
| Statement of responsibility |
Elana Michelson |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 8. Using critical discourse analysis to illuminate power and knowledge in RPL / |
| Statement of responsibility |
Helen Peters |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 9. The politics of difference: non-recognition of the foreign credentials and prior work experience of immigrant professionals in Canada and Sweden / |
| Statement of responsibility |
Shibao Guo and Per Andersson<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 10. RPL: an emerging and contested practice in South Africa / |
| Statement of responsibility |
Ruksana Osman |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 11. 'Tools of mediation': an historical-cultural approach to RPL / |
| Statement of responsibility |
Linda Cooper |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 12. Vocations, 'graduateness' and the recognition of prior learning / |
| Statement of responsibility |
Leesa Wheelahan |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 13. Recognising prior learning: what do we know? / |
| Statement of responsibility |
Helen Pokorny |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 14. Reconfiguring RPL and its assumptions: a complexified view / |
| Statement of responsibility |
Tara Fenwick |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 15. Understanding the transformative dimension of RPL / |
| Statement of responsibility |
Susan Whittaker, Ruth Whittaker and Paula Cleary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 16. Endword / |
| Statement of responsibility |
Michael Young |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Index |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Adult education |
| General subdivision |
Research |
| Form subdivision |
Congresses. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Experiential learning |
| General subdivision |
Research |
| Form subdivision |
Congresses. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Non-formal education |
| General subdivision |
Research |
| Form subdivision |
Congresses. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Prior learning. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Adult education. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Andersson, Per |
| Dates associated with a name |
1964- |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Harris, Judy |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991013145119705161">https://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991013145119705161</a> |
| Public note |
Check the UO Library catalog. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
