Recognition of prior learning: exploring the 'knowledge question'

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dc.contributor.authorCooper, Lindaen_ZA
dc.contributor.authorHarris, Judyen_ZA
dc.date.accessioned2014-10-28T14:07:05Z
dc.date.available2014-10-28T14:07:05Z
dc.date.issued2013en_ZA
dc.descriptionThis 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.abstractThis 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.identifier.apacitationCooper, L., & Harris, J. (2013). Recognition of prior learning: exploring the 'knowledge question'. <i>International Journal of Lifelong Education</i>, http://hdl.handle.net/11427/8861en_ZA
dc.identifier.chicagocitationCooper, Linda, and Judy Harris "Recognition of prior learning: exploring the 'knowledge question'." <i>International Journal of Lifelong Education</i> (2013) http://hdl.handle.net/11427/8861en_ZA
dc.identifier.citationCooper, L., Harris, J. 2013. Recognition of prior learning: exploring the 'knowledge question'. International Journal of Lifelong Education.en_ZA
dc.identifier.issn0260-1370en_ZA
dc.identifier.ris TY - Journal Article AU - Cooper, Linda AU - Harris, Judy AB - 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. DA - 2013 DB - OpenUCT DP - University of Cape Town J1 - International Journal of Lifelong Education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2013 SM - 0260-1370 T1 - Recognition of prior learning: exploring the 'knowledge question' TI - Recognition of prior learning: exploring the 'knowledge question' UR - http://hdl.handle.net/11427/8861 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8861
dc.identifier.vancouvercitationCooper L, Harris J. Recognition of prior learning: exploring the 'knowledge question'. International Journal of Lifelong Education. 2013; http://hdl.handle.net/11427/8861.en_ZA
dc.language.isoengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.departmentDean's Office: CHEDen_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.rights.urihttp://www.sherpa.ac.uk/romeo/issn/0260-1370/en_ZA
dc.sourceInternational Journal of Lifelong Educationen_ZA
dc.source.urihttp://dx.doi.org/10.1080/02601370.2013.778072en_ZA
dc.titleRecognition of prior learning: exploring the 'knowledge question'en_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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