liu.seSearch for publications in DiVA
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Recognition of prior learning, self-realisation and identity within Axel Honneth´s theory of recognition
Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
Open University.
2013 (English)In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 35, no 3, 351-365 p.Article in journal (Refereed) Published
Abstract [en]

This paper argues for the significance of Axel Honneth's theory of recognition for understanding recognition of prior learning (RPL). Case studies of the experiences of RPL by paraprofessional workers in health and social care in the UK and Sweden are used to explicate this significance. The results maintain that there are varying conditions of recognition. These conditions are often fluid, negotiable and ambivalent. However, RPL appears to support self-realisation and self-awareness, when it co-occurs with individual's identification with associated practices. Workplace salary, affordances for practice and collegial values may shape the esteem and thus the potential for self-realisation. RPL can thus help facilitate the development of a more positive relationship to individuals engaged in RPL processes, enhancing their learning and development.

Place, publisher, year, edition, pages
Taylor & Francis, 2013. Vol. 35, no 3, 351-365 p.
Keyword [en]
Recognition of Prior Learning, Recognition Theory, Sociocultural Learning Theory, Axel Honneth, Critical Social Theory
National Category
Pedagogy Sociology
Identifiers
URN: urn:nbn:se:liu:diva-81395DOI: 10.1080/0158037X.2013.768230ISI: 000326350300007OAI: oai:DiVA.org:liu-81395DiVA: diva2:552206
Available from: 2012-09-13 Created: 2012-09-13 Last updated: 2017-12-07Bibliographically approved
In thesis
1. Recognition of Prior Learning in Health Care: From a Caring Ideology and Power, to Communicative Action and Recognition
Open this publication in new window or tab >>Recognition of Prior Learning in Health Care: From a Caring Ideology and Power, to Communicative Action and Recognition
2012 (English)Doctoral thesis, comprehensive summary (Other academic)
Alternative title[sv]
Validering i omvårdnadssektorn : från en omvårdande ideologi och makt, till kommunikativt handlande och erkännande
Abstract [en]

During the last decades Recognition of Prior Learning (RPL) has become a more frequently used method to recognise adult’s prior learning. This thesis analyses a process of RPL in health care, where health care assistants are assessed against subjects in the upper-secondary health care program. Prior research on RPL is to a high degree non-theoretical and focus is primarily on policy level research. This thesis adds to the field by progressing a critical social theory perspective on RPL. In the thesis the RPL process is analysed through Jürgen Habermas’ theory of communicative action and Axel Honneth’s Recognition theory. General questions posed are: What are the power issues in the RPL process? What implications does the tension between the lifeworld of work and the system of education have? What consequences does mutual understanding and communication have for the outcome of the RPL process? What part does recognition play for the participants? The results disclose the power relations that emerge in the relationship between participants and teachers. A caring ideology is developed and problematized. Further, the importance of mutual understanding between participant and teachers in the assessment of prior learning is discussed focusing on the consequences a lack of mutual understanding could have for the outcome in such assessments. On a macro level the analysis demonstrates the tension between the participants prior learning and the educational systems demand for formalising prior learning. In addition, analyses of a more developmental character that intends to show the potential for critical learning, change and recognition are progressed.

The results suggest that communicative action can be used to develop RPL into processes focusing on critical learning and change. Recognition of traits and abilities could also enhance individual’s positive relations with the self. Such recognition could develop self-confidence and thus RPL could encourage learning and cultivate continuing self-realisation through work.

Abstract [sv]

Validering har under de senaste decennierna blivit en alltmer använd metod för att erkänna vuxnas tidigare lärande. Denna avhandling analyserar en valideringsprocess inom omvårdnadssektorn för vårdbiträden med mångårig erfarenhet. Vårdbiträdena valideras mot ämnen inom omvårdnadsprogrammets karaktärsämnen. Tidigare forskning om validering är i hög grad icke-teoretisk och mycket fokus har legat på policynivå. Denna avhandling bidrar till forskningsfältet genom att problematisera validering utifrån ett kritiskt samhällsteoretiskt perspektiv. I avhandlingen analyseras valideringsprocessen utifrån Jürgen Habermas teori om det kommunikativa handlandet och Axel Honneths erkännandeteori. Exempel på mer generella frågor som ställs är: Vilka är maktfaktorerna i valideringsprocessen? Är handlingarna i processen koordinerade mot gemensam förståelse? Hur ser förhållandet mellan system och livsvärld ut? Vilken roll spelar erkännandet i validering för deltagarna? Resultatet synliggör de maktförhållanden som uppstår mellan deltagare och lärare i bedömningsprocessen. En omvårdande ideologi lyfts fram och problematiseras. Därtill diskuteras betydelsen av gemensam förståelse mellan deltagare och lärare vid bedömning, samt vilka konsekvenser brist på gemensam förståelse kan få. På ett makroplan åskådliggör analysen spänningen mellan deltagarnas erfarenheter och utbildningssystemets krav på formalisering. Vidare genomförs mer utvecklingsfokuserade analyser som vill visa på möjligheterna för kritiskt lärande och förändring i validering. Resultatet demonstrerar också, bland annat, betydelsen av att bli erkänd för sina förmågor och hur detta kan utveckla individens självuppskattning och främja lärande.

I studien föreslås det att kommunikativt handlande kan utgöra en norm för hur validering kan utvecklas mot mer kritiskt lärande och positiv förändring. Men också att erkännande av tidigare förmågor kan gynna individens positiva relation till sig själv, hur detta främjar lärande, självuppskattning och hur validering därmed kan utgöra en grund för ett vidare självförverkligande genom arbete.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2012. 129 p.
Series
Linköping Studies in Behavioural Science, ISSN 1654-2029 ; 166
Keyword
RPL, health care, health care assistant, critical social theory, communicative action, recognition, adult education, adult learning, Jürgen Habermas, Axel Honneth, Validering, omvårdnad, vårdbiträde, kritisk samhällsteori, kommunikativt handlande, erkännande, vuxnas lärande, Jürgen Habermas, Axel Honneth
National Category
Pedagogy Sociology
Identifiers
urn:nbn:se:liu:diva-81396 (URN)978-91-7519-814-9 (ISBN)
Public defence
2012-10-19, I:101, Hus I, Campus Valla, Linköpings universitet, Linköping, 13:00 (English)
Opponent
Supervisors
Available from: 2012-09-13 Created: 2012-09-13 Last updated: 2014-10-08Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full text

Authority records BETA

Sandberg, Fredrik

Search in DiVA

By author/editor
Sandberg, Fredrik
By organisation
Studies in Adult, Popular and Higher EducationFaculty of Educational Sciences
In the same journal
Studies in Continuing Education
PedagogySociology

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 157 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf