Recognition of Prior Learning: The Tensions between Its Inclusive Intentions and Constraints on Its Implementation

Autor/inn/en	Cooper, Linda; Ralphs, Alan; Harris, Judy
Titel	Recognition of Prior Learning: The Tensions between Its Inclusive Intentions and Constraints on Its Implementation
Quelle	In: Studies in Continuing Education, 39 (2017) 2, S.197-213 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-037X
DOI	10.1080/0158037X.2016.1273893
Schlagwörter	Prior Learning; Inclusion; Foreign Countries; Program Implementation; Context Effect; Cultural Context; Social Theories; Models; Epistemology; Equal Education; Access to Education; Affordances; Barriers; Educational Practices; Experiential Learning; Power Structure; Case Studies; South Africa + Suchen Sie Ihr Suchwort? Vorkenntnisse; Inklusion; Ausland; Gesellschaftstheorie; Analogiemodell; Erkenntnistheorie; Education; Access; Bildung; Zugang; Bildungszugang; Bildungspraxis; Experiental learning; Erfahrungsorientiertes Lernen; Case study; Fallstudie; Case Study; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This article provides some insight into the constraints on the potential of recognition of prior learning (RPL) to widen access to educational qualifications. Its focus is on a conceptual framework that emerged from a South African study of RPL practices across four different learning contexts. Working from a social realist perspective, it argues that RPL needs to be seen as a specialised form of pedagogy that enables navigation across different cultures of knowledge; this is inevitably a contested process because it questions dominant forms of knowledge and modes of knowledge production. The research found that a range of contextual factors impact on the feasibility of RPL, including the nature of the disciplinary domain and its associated knowledge structures, but the "inner workings" of the practice also need to be taken into account. Drawing on Cultural Historical Activity Theory , the article presents a conceptual model of RPL as a specialised, boundary-crossing practice for engaging complex sociologies of knowledge, and it offers three generic configurations of practice, each requiring its own "artistry of practice". It concludes that further theoretical work is required in order to adequately conceptualise what is identified as the "specialised discourses of experiential knowledge". (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01