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Re-theorising the Recognition of Prior Learning / edited by Per Andersson and Judy Harris.

Collaborateur(s) : Andersson, Per, 1964- | Harris, Judy.
Éditeur : Leicester : NIACE (National Institute of Adult Continuing Education), 2006Édition : 1st ed.Description :xii, 330 p. : ill. ; 24 cm.ISBN : 9781862012653 (pbk).Sujet(s) : Adult education -- Research -- Congresses | Experiential learning -- Research -- Congresses | Non-formal education -- Research -- Congresses | Prior learning | Adult educationRessources en ligne : Check the UO Library catalog.
Dépouillement complet :
"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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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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