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

Sandberg, Fredrik LU (2014) In British Educational Research Journal 40(4). p.682-698
Abstract

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... (More)

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. © 2013 British Educational Research Association.

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author
publishing date
type
Contribution to journal
publication status
published
in
British Educational Research Journal
volume
40
issue
4
pages
17 pages
publisher
Routledge
external identifiers
  • Scopus:84905827066
ISSN
0141-1926
DOI
10.1002/berj.3113
language
English
LU publication?
no
id
4b22d7eb-154d-467d-b408-25003103247a
date added to LUP
2016-04-11 22:46:16
date last changed
2016-06-29 09:18:05
@misc{4b22d7eb-154d-467d-b408-25003103247a,
  abstract     = {<p>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. © 2013 British Educational Research Association.</p>},
  author       = {Sandberg, Fredrik},
  issn         = {0141-1926},
  language     = {eng},
  number       = {4},
  pages        = {682--698},
  publisher    = {ARRAY(0xb034920)},
  series       = {British Educational Research Journal},
  title        = {A reconstructive analysis of the potential for critical learning and change in recognition of prior learning : A Habermasian analysis},
  url          = {http://dx.doi.org/10.1002/berj.3113},
  volume       = {40},
  year         = {2014},
}