TY  - BOOK
AU  - Andersson,Per
AU  - Harris,Judy
TI  - Re-theorising the Recognition of Prior Learning
SN  - 9781862012653 (pbk)
PY  - 2006///
CY  - Leicester
PB  - NIACE (National Institute of Adult Continuing Education)
KW  - Adult education
KW  - Research
KW  - Congresses
KW  - Experiential learning
KW  - Non-formal education
KW  - Prior learning
N1  - Includes bibliographical references and index; "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
; 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
; 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)

; 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 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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ER  -