RPL for accreditation in higher education – As a process of mutual understanding or merely lifeworld colonisation?

Sandberg, Fredrik; Andersson, Per

doi:10.1080/02602938.2010.488793

Cited by 19 publications

(20 citation statements)

References 12 publications

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“…There are some contexts and approaches that has been of specific interest for researchers in RPL, such as RPL in nursing programs (Heath, 2001;Houston et al, 1997;Howard, 1993;Murray, 1994;Scott, 2007), the health care sector (Fearfull, 1997(Fearfull, , 1998Fejes, 2011Fejes, , 2012Fejes & Andersson, 2009;Hamer, 2010;Hartley, 2000;Sandberg, 2012aSandberg, , 2012b, higher education (Castle & Attwood, 2001;Sandberg & Andersson, 2011), different forms of RPL for accreditation (Briton, Gereluk, & Spencer 1998;Heath, 2001;Howard, 1993;Houston et al, 1995;Michelson, 1996;Murray, 1994;Peters, 2005;Sandberg, 2012a;Scott, 2007Scott, , 2010Spencer, 2005a;Taylor 1996;Wheelahan, 2006), and RPL and its connection to learning (Breier, 2005), for instance, its integration in education programmes (Brown, 2001(Brown, , 2002.…”

Section: Rpl Research and Theorymentioning

confidence: 99%

“…For instance scholars and perspectives drawn upon include: poststructuralism (Andersson & Osman, 2008;Fejes, 2008Fejes, , 2012; critical social theory, for instance, Jürgen Habermas (Houlbrook, 2012, Sandberg, 2010, 2012a, 2012bSandberg & Andersson, 2011), Axel Honneth (Hamer, 2012;Sandberg 2012a;Sandberg & Kubiak, 2013), and Pierre Bourdieu (Cooper, 2011); sociology of translation (Diedrich, 2012); transformative learning (Stevens, Gerber, & Hendra, 2010); socio-cultural theory (Andersson & Hellberg, 2009); and a constructivist perspective (Fejes & Andersson, 2009). …”

Section: Rpl Research and Theorymentioning

confidence: 99%

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Introducing research on recognition of prior learning

Andersson

Fejes

Sandberg

2013

International Journal of Lifelong Education

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Section: Rpl Research and Theorymentioning

confidence: 99%

Section: Rpl Research and Theorymentioning

confidence: 99%

Introducing research on recognition of prior learning

Andersson

Fejes

Sandberg

2013

International Journal of Lifelong Education

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“…Shifting the focus of the APEL process onto the artefacts, technologies, tools and products of practice could provide spaces for the development of dialogic conversations around meaning making and encourage the mutual understanding around practice called for by writers such as Peters (2005), Sandberg (2010), Sandberg and Andersson (2010), Hamer (2012) and others. This is a different emphasis to the approach of defining the role of these elements as evidence supporting, authenticating and verifying the claims made through the narrative element of the portfolio.…”

Section: Discussionmentioning

confidence: 98%

“…a procedure where mutual understanding between assessor and assessee is seen as fundamental. (Sandberg & Andersson, 2010, p. 11) Sandberg (2010 also used the work of Habermas to analyse a prior learning project with healthcare assistants. Here he identified what he termed a caring ideology where assessment relationships were based on the affective confirmations of the teachers.…”

Section: Apel Portfolios As An Assessment Toolmentioning

confidence: 99%

“…Instead we need a willingness to engage in the uniqueness and complexities of candidates' experience' (Pokorny, 2006, p. 275). Sandberg and Andersson (2010) used Habermas' theory of communicative action as a lens to reveal the relations of power incorporated in speech and actions. In a study of a prior learning project involving two trade unions, it was observed that APEL participants had a mystified view of higher education, seeing it as a place with a special language distanced from their world of work.…”

Section: Apel Portfolios As An Assessment Toolmentioning

confidence: 99%

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Portfolios and meaning-making in the assessment of prior learning

Pokorny

2013

International Journal of Lifelong Education

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The take-up of the Assessment of Prior Experiential Learning (APEL) by students in the UK remains low. In exploring why this might be the case, this article seeks to examine the process of preparing claims for APEL, with the objective of understanding what is involved and how the process is experienced by some students with prior professional learning. It suggests that APEL portfolios operate as boundary objects working at the edges of communities of practice and mediating their external relationships. It uses an academic literacies methodology to understand how these relationships are mediated, drawing on the notions of addressivity and dialogicality derived from the work of Bakhtin to analyse data from interviews about the production of APEL portfolios. The analysis--derived from in-depth interviews with four students who achieved APEL credits and the four tutors who assessed them--illustrates the different ways in which the approaches taken by the tutors determined the way in which the APEL portfolio assessment was adapted to meet tutor needs. The tutor approaches also affected the sense of agency that students felt they had through the process and impacted on their identity both as a professional and as a learner. The findings have implications for practice in demonstrating how a dialogic approach to assessment can serve to promote APEL and suggest that recognising the multimodality potential of an APEL portfolio can play a role in mediating relationships and negotiating mutual understanding thus opening up the academy to new sites of knowledge.

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A reconstructive analysis of the potential for critical learning and change in recognition of prior learning: a Habermasian analysis

Sandberg

2013

British Educational Res J

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This paper analyses a recognition of prior learning (RPL) placement process where health care assistants' prior learning is recognised through dialogue with and observation by tutors. This process is part of a procedure that uses RPL for accreditation through the administration of an in-service training program in the health care sector. The aim of the reconstructive analysis in this paper is to examine the potential for critical learning and change in the RPL placement process by analysing this procedure using Habermas's theory of communicative action. Although prior research has justifiably been critical of the use of RPL for accreditation, these critiques are not always helpful. Rather than simply rejecting this form of RPL, this paper argues for a balance between the social environment (i.e., lifeworld) in the workplace and the education system. Viewed and analysed from the angle of communicative action, the paper argues that when RPL for accreditation is founded within worthwhile learning experiences and conducted through mutual understanding, critical learning and change can be achieved. RPL for accreditation can then be something more than a process of instrumental assessment.

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RPL for accreditation in higher education – As a process of mutual understanding or merely lifeworld colonisation?

Cited by 19 publications

References 12 publications

Introducing research on recognition of prior learning

Introducing research on recognition of prior learning

Portfolios and meaning-making in the assessment of prior learning

A reconstructive analysis of the potential for critical learning and change in recognition of prior learning: a Habermasian analysis

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