A Reconstructive Analysis of the Potential for Critical Learning and Change in Recognition of Prior Learning: A Habermasian Analysis

Autor/in	Sandberg, Fredrik
Titel	A Reconstructive Analysis of the Potential for Critical Learning and Change in Recognition of Prior Learning: A Habermasian Analysis
Quelle	In: British Educational Research Journal, 40 (2014) 4, S.682-698 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-1926
DOI	10.1002/berj.3113
Schlagwörter	Prior Learning; Recognition (Achievement); Student Placement; Inservice Education; Health Personnel; Change; Work Environment; Social Environment; Learning Experience + Suchen Sie Ihr Suchwort? Vorkenntnisse; Soziale Anerkennung; Schülerpraktikum; Berufsbegleitende Ausbildung; Medizinisches Personal; Wandel; Arbeitsmilieu; Soziales Umfeld; Lernerfahrung
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 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10