Recognition of prior learning: exploring the 'knowledge question'

 

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dc.contributor.author Cooper, Linda en_ZA
dc.contributor.author Harris, Judy en_ZA
dc.date.accessioned 2014-10-28T14:07:05Z
dc.date.available 2014-10-28T14:07:05Z
dc.date.issued 2013 en_ZA
dc.identifier.citation Cooper, L., Harris, J. 2013. Recognition of prior learning: exploring the 'knowledge question'. International Journal of Lifelong Education. en_ZA
dc.identifier.issn 0260-1370 en_ZA
dc.identifier.uri http://hdl.handle.net/11427/8861
dc.description This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Lifelong Education on 21 Mar 2013, available online: http://www.tandfonline.com/10.1080/02601370.2013.778072. en_ZA
dc.description.abstract This article addresses the 'knowledge question' in the Recognition of Prior Learning (RPL) in relation to postgraduate programmes. In contrast to many traditional theorisations of RPL which draw largely on adult and experiential learning theory, the article starts from a position of knowledge differentiation and explores whether the nature of the discipline or knowledge domain offers affordances or barriers to RPL. In an interview survey, academics in a South African higher education institution were asked their views on the feasibility of RPL in relation to postgraduate study in their discipline. Data analysis draws primarily on concepts from Bernstein to identify different forms of knowledge and the ways in which that knowledge might be transformed and formulated as curricula. Findings suggest that the disciplinary context or knowledge domain into which an RPL candidate is seeking access does play a role in determining the feasibility of RPL. However, distinct organisational environments offer affordances and barriers to the implementation of RPL and there is also significant room for the exercise of pedagogic agency. It follows that RPL cannot be reducible to 'one size fits all', but needs to assume different forms in diverse institutional and disciplinary settings. RPL for access to postgraduate study in a university will vary according to the purpose and design of the programme to which the candidate is seeking access. This supports a position that RPL should be seen as a specialised pedagogical practice that provides tools for navigating access to new learning opportunities across diverse contexts. en_ZA
dc.language.iso eng en_ZA
dc.publisher Taylor & Francis en_ZA
dc.rights.uri http://www.sherpa.ac.uk/romeo/issn/0260-1370/ en_ZA
dc.source International Journal of Lifelong Education en_ZA
dc.source.uri http://dx.doi.org/10.1080/02601370.2013.778072 en_ZA
dc.title Recognition of prior learning: exploring the 'knowledge question' en_ZA
dc.type Journal Article en_ZA
uct.type.publication Research en_ZA
uct.type.resource Postprint en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.faculty Centre for Higher Education Development en_ZA
dc.publisher.department Dean's Office: CHED en_ZA
uct.type.filetype Text
uct.type.filetype Image


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