Recognition of prior learning as a technique for fabricating the adult learner: a genealogical analysis on Swedish adult education policy

Andersson, Per; Fejes, Andreas

doi:10.1080/02680930500222436

Cited by 69 publications

(60 citation statements)

References 18 publications

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“…The development of validation of vocational competence in Sweden has been described by Andersson et al (2004), and validation as a technique of fabricating the adult learner in Swedish adult education policy has been analysed by Andersson and Fejes (2005). Generally, the idea of validation is under-theorised in current educational research, but attempts are being made to re-theorise it.…”

Section: Research On Validationmentioning

confidence: 99%

“…This study of governmentality in the context of education policy, is one of a number of recent accounts (e.g. Edwards, 2002;Ball, 2003;Olssen, 2003;Tickly, 2003;Olssen et al, 2004;Andersson and Fejes, 2005;Fejes, 2006;Pykett, 2007;Simons, 2007; and a number of examples in Fejes and Nicoll, 2008).…”

Section: Theoretical Perspective -Governmentalitymentioning

confidence: 99%

“…in research on adult/lifelong learning (see Fejes and Nicoll, 2008) and on education policy. For a brief overview of research concerning education and assessments from a Foucauldian perspective, see Andersson and Fejes (2005), and for an overview of different, more or less -8 -pure or eclectic, ways of using Foucault in the area of lifelong learning, see Fejes (forthcoming). This study of governmentality in the context of education policy, is one of a number of recent accounts (e.g.…”

Section: Theoretical Perspective -Governmentalitymentioning

confidence: 99%

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National policy and the implementation of recognition of prior learning in a Swedish municipality

Andersson

2008

Journal of Education Policy

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The recognition of prior learning (RPL) has been part of adult education policy and practice for a long time, but in different ways and in different times and places. In Sweden, RPL has been an explicit part of the policy since 1996. This policy analysis starts with the current Swedish policy concerning RPL.The figures of thought expressed in official policy texts are traced in, and compared to what is expressed in, the (discursive) practice of a case of local policy and development initiatives. The objective of the analysis is to see how the policy in official texts is reproduced and transformed at the local level. The theoretical starting point is the Foucauldian concept of 'governmentality', and RPL is seen as a technique for governing adult education, the adult learner, and also adult learning. The analysis focuses particularly on the governing of adult education, expressed in the 'salvation narrative' of RPL, and in ideas of what RPL is and how it should be organised. Indirect as well as direct techniques of governing are identified in the governing of and through RPL.-3 -

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Section: Research On Validationmentioning

confidence: 99%

Section: Theoretical Perspective -Governmentalitymentioning

confidence: 99%

Section: Theoretical Perspective -Governmentalitymentioning

confidence: 99%

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National policy and the implementation of recognition of prior learning in a Swedish municipality

Andersson

2008

Journal of Education Policy

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“…A similar way of characterizing knowledge can be seen in programs of recognition of prior learning (cf. Andersson & Fejes, 2005), where the university curriculum defines what knowledge will count as within the 'true', but this knowledge is that which has been developed through experience outside the academy. This again reconfigures relationships in the production and dissemination of disciplinary knowledge.…”

Section: An Apparatusmentioning

confidence: 99%

Lifelong Learning: A Pacification of ‘Know How’

Nicoll

Fejes

2011

Stud Philos Educ

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Published in Studies in Philosophy and Education, 30(4), 403-417. AbstractA tendency of previous studies of lifelong learning to focus on learning and learning subjectivities may have led to an underestimation of potential effects in terms of a system of knowledge constitutive processes that operates powerfully to shape our societies. In this paper we explore lifelong learning and practices in the construction of knowledge at the point where a new relationship is being attempted between university courses and workplaces through programmes for learning. Drawing from Foucault and others we argue a strategic relation between discourses of lifelong learning and knowledge practices in such locations. Discourses of lifelong learning appear to support the reaching out of disciplinary practices into the workplace where theoretical knowledge is combined with knowledge derived from work experience, as a new form of knowledge that has use value. Discipline as a modality of power appears reconfigured and multiplied in new power-knowledge constellations which aim to subdue the desire and power of know how. Rather than lifelong learning as learning apparatus and strategy in the promotion of a will to learn as has been suggested elsewhere, we offer an alternative account. Here the promotion of a will to learn articulates with the will to knowledge in part through discourses of lifelong learning. Practices of knowledge constitution support the pacification of know how through its reconfiguration as knowledge that can be codified and mobilized for economic innovation.

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“…Therefore, this article can contribute to an understanding of the ways lifelong learning have been inscribed in the case of Sweden and to how this local discourse contributes to the understanding of the planetspeak discourse of lifelong learning. The analysis is part of a broader project where the governing of the adult learner in Swedish municipal adult education, higher education and liberal adult education is analysed (Fejes, 2005a, 2006, Andersson and Fejes 2005. concerned with formal education.…”

Section: Introductionmentioning

confidence: 99%

The planetspeak discourse of lifelong learning in Sweden: what is an educable adult?

Fejes

2006

Journal of Education Policy

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This article focuses on the idea of the educable adult subject in Sweden and the ways this idea has re-emerged in different practices during the 20 th century. It's a policy analysis where official documents from the 20 th century and early 21 st century concerned with adult education in Sweden are analysed based on the Foucauldian notion of governmentality. The results show that the idea of the educable adult subject has been present during the major part of the 20 th century. But there are differences in how it is inscribed into the practices. The main difference is that the educable subject today is created in relation to a new rationality of governing where it is governed and constructed through its own choices and actions instead of through institutions based on knowledge produced by the social sciences and experts. Further, the ambition today is that everyone should be included in lifelong learning. At the same time, these ambitions also create exclusion. What happens to those who cannot or do not want to participate in lifelong learning? I argue that such practices of inclusion/exclusion are present in all the documents analysed, but that today, this practice has taken a specific shape.

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Recognition of prior learning as a technique for fabricating the adult learner: a genealogical analysis on Swedish adult education policy

Cited by 69 publications

References 18 publications

National policy and the implementation of recognition of prior learning in a Swedish municipality

National policy and the implementation of recognition of prior learning in a Swedish municipality

Lifelong Learning: A Pacification of ‘Know How’

The planetspeak discourse of lifelong learning in Sweden: what is an educable adult?

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