Recognition of prior learning: the tensions between its inclusive intentions and constraints on its implementation

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Permanent URL for this page: http://hdl.voced.edu.au/10707/429695.

Author: Cooper, Linda; Ralphs, Alan; Harris, Judy

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...  [+] Show more

Subjects: Pathways; Equity; Participation; Culture and society; Teaching and learning

Keywords: Recognition of prior learning; Access to education and training; Equal treatment; Barrier; Educational practice; Cultural factor

Geographic subjects: South Africa; Africa

Published: Abingdon, England: Taylor and Francis, 2017

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Journal volume: 39

Journal number: 2

Journal date: July 2017

Pages: pp. 197-213

ISSN: 0158-037X, 1470-126X (online)

Notes:
Special issue: 'Advancing theory and research in widening participation', guest edited by Ellen Boeren and Nalita James.

Resource type: Article

Peer reviewed: Yes

Call number: TD/TNC 128.681

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