Skip to main content

Love, rights and solidarity in the recognition of prior learning (RPL)

Buy Article:

$47.50 plus tax (Refund Policy)

This article uses Axel Honneth’s theory of Recognition to reflect upon current research that investigates non-traditional learners’ experiences of the recognition of prior learning (RPL) in the Australian vocational education sector. More specifically, it considers how to support greater engagement with and completion of RPL processes by non-traditional learners who work within the community services industry. Data are gathered through a series of semi-structured interviews with nine RPL candidates, their workplace supervisors and assessors at three stages during the RPL process and thematic analysis is undertaken using constructivist grounded methodology. Preliminary findings indicate ontological purposes of RPL and intersubjective qualities and effects of the assessment. Honneth’s theory of Recognition is used as a sensitising theory to provide an interpretive lens through which to view these findings, raising particular questions for how RPL assessment is understood and practiced with non-traditional learners.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Document Type: Research Article

Affiliations: University of New South Wales, Sydney, Australia

Publication date: 2013-08-01

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more