To what extent do discipline, knowledge domain and curriculum affect the feasibility of the Recognition of Prior Learning (RPL) in higher education?


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Author: Harris, Judy; Wihak, Christine


What is the role of knowledge in the Recognition of Prior Learning (RPL) in Higher Education? This paper presents the findings of empirical research at a Canadian university. A position of knowledge differentiation located in a social realist sociology of knowledge is adopted. This is not an obvious or usual position for scholars of RPL, because it holds that what distinguishes formal academic knowledge from experiential knowledge is a question of the structure and purpose of the knowledge. Research into a range of academic and professional education programmes points to degrees of - and...  [+] Show more

Subjects: Pathways; Higher education; Skills and knowledge; Lifelong learning

Keywords: Recognition of prior learning; Pedagogics; Curriculum; Social aspects; Knowledge level; Barrier; Experiential learning

Geographic subjects: Canada; North America

Published: Abingdon, England: Taylor and Francis, 2017

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Journal volume: 36

Journal number: 6

Journal date: November-December 2017

Pages: pp. 696-712

ISSN: 0260-1370, 1464-519X (online)

Resource type: Article

Peer reviewed: Yes

Document number: TD/TNC 131.444

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