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  • 1.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Introducing research on recognition of prior learning2013In: International Journal of Lifelong Education, ISSN 0260-1370, E-ISSN 1464-519X, Vol. 32, no 4, p. 405-411Article in journal (Refereed)
  • 2.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Introduction: Introducing research on recognition of prior learning2015In: Recognition of Prior Learning: Research from around the globe / [ed] Per Andersson, Andreas Fejes, Fredrik Sandberg, London & New York: Routledge, 2015, 1, p. 1-7Chapter in book (Other academic)
    Abstract [en]

    This is the introduction chapter of an anthology of research on recognition of prior learning, previously published as a special issue of the International Journal of Lifelong Education.

  • 3.
    Andersson, Per
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, AndreasLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.Sandberg, FredrikLinköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Recognition of Prior Learning: Research from around the globe2015Collection (editor) (Refereed)
    Abstract [en]

    Recognition of prior learning (RPL) has emerged in recent decades as an important policy area and policy concept. It is a phenomenon with a certain variation in practices as well as contexts, concepts and conceptions. However, there is a basic idea about giving recognition to prior learning wherever and whenever learning has taken place. Such ideas can be ‘materialised’ in formal assessment systems providing the basis for recognition, as well as in informal processes where prior learning is made visible and gets recognition.

    This book provides a range of empirically and theoretically based contributions from different parts of the world where RPL, or an equivalent, is mobilised as part of educational practices for adults. Discussion in this area often takes place locally. This volume compiles different kinds of contributions to create a broader dialogue among scholars and practitioners, not only on the specific topic of RPL, but also on more general issues faced in educational research. It was originally published as a special issue of the International Journal of Lifelong Education.

  • 4.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Olson, Maria
    Stockholm University, Skövde University, Dalarna University.
    Rahm, Lina
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Faculty of Arts and Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Individualisering genom det kollektiva i svensk folkhögskola2015Conference paper (Other academic)
  • 5.
    Fejes, Andreas
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Adult education as a heterotopia of deviation: Ruptures and stability in young adults and migrants lives2015Conference paper (Other academic)
  • 6.
    Harlin, Eva-Marie
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Om erkännande och anställningsbarhet.2016In: Anställningsbarhet: Perspektiv från utbildning och arbetsliv / [ed] Sparrhoff & Andreas Fejes, Lund: Studentlitteratur AB, 2016, 2, p. 191-210Chapter in book (Other academic)
  • 7.
    Harlin, Eva-Marie
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Om erkännande och anställningsbarhet2016In: Anställningsbarhet: perspektiv från utbildning och arbetsliv / [ed] Gun Sparrhoff, Andreas Fejes, Lund: Studentlitteratur AB, 2016, 2, p. 191-209Chapter in book (Other academic)
  • 8.
    Kubiak, Chris
    et al.
    The Open University.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Paraprofessionals and caring practice: Negotiating the use of self2011In: Scandinavian Journal of Caring Sciences, ISSN 0283-9318, E-ISSN 1471-6712, Vol. 25, no 4, p. 653-660Article in journal (Refereed)
    Abstract [en]

    Responding to increasing concerns with the quality of care in both Sweden and England, this paper explores the way in which caring practice emerges out of the interplay between personal and social agency. Working from a socio-cultural perspective, results from an English and a Swedish study conducted independently of each other were used to explore the construction of caring practice. The English study drew on practice observations and four interviews conducted at monthly intervals collecting data on life history and critical incidents. The Swedish study drew on group interviews and two interviews with each participant – one at the beginning of an in-service recognition of prior learning process and one at the end. Interview data was transcribed and thematic analysis identified common themes. The findings from both studies suggest that caring practice involves the intentional use of self to build relationships, understand users and provide personalised interventions. Although practice presented as personal and individualistic, it took place within an organisational context requiring co-configured activity. The practitioners' negotiations with work teams were often conflictual or contested. It is argued that workplaces may enhance caring practice by enabling affordances for the use of self through the design of in-house training programmes, supervision and the organisation of teams. Reflexive practice may also be an important part of the effective use of self.

  • 9.
    Kubiak, Chris
    et al.
    Open University UK.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Department of Behavioural Sciences and Learning.
    Paraprofessionals and caring: tensions between individual views and normative expectations of providing care.2009In: ECER 2009, Vienna, 2009, p. 1-17Conference paper (Other academic)
  • 10.
    Nylander, Erik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Aman, Robert
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Hallqvist, Anders
    Linköping University, Department of Behavioural Sciences and Learning, Education, Teaching and Learning. Linköping University, Faculty of Educational Sciences.
    Malmquist, Anna
    Linköping University, Department of Behavioural Sciences and Learning, Psychology. Linköping University, Faculty of Arts and Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Managing by measuring: Academic knowledge production under the ranks2013In: Confero: Essays on Education, Philosophy and Politics, ISSN 2001-4562, Vol. 1, no 1, p. 5-18Article in journal (Other academic)
  • 11.
    Olson, Maria
    et al.
    Högskolan Dalarna, Sweden.
    Dahlstedt, Magnus
    Linköping University, Department of Social and Welfare Studies, Social Work. Linköping University, Faculty of Arts and Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    The formation of the willing citizen: Tracing reactive nihilism in late capitalist adult education2018In: Educational Philosophy and Theory, ISSN 0013-1857, E-ISSN 1469-5812, Vol. 50, no 1, p. 95-103Article in journal (Refereed)
    Abstract [en]

    The role of education in citizen training has been well mapped out in youth education. What has been less studied is how this role comes into being in adult education. By providing illustrative empirical examples from a recently completed study of adult students enrolled in adult education, this article aims to offer a theoretical response to the question of the role of adult education in adult student citizen subjectivity formation. Taking on Diken’s concept of ‘reactive nihilism’, we wish to make the following arguments. First, that citizen formation in adult education, when students are asked about it, is actualised as processes of re(dis)covery of will in order to be(come) a successful and happy citizen in society. Secondly, that these processes point towards a role of adult education as one where these formation processes work in tandem with those of the reactive nihilists. This means that the citizen formation processes made possible in this educational site are those marked out by the desire to mobilise one’s will formation so that it adapts to the prevailing societal situation—that of late capitalism, which is a situation not considered by the adult students as possible to change.

  • 12.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    A Habermasian analysis of a process of recognition of prior learning for health care assistants2013In: Social theory and educational research: Vol 1: Inequality, inclusion and education / [ed] Mark Murphy, London: SAGE , 2013, p. 351-370Chapter in book (Other academic)
    Abstract [en]

    This exciting new major work turns the spotlight on social theory and education research, taking a look at key thinkers and setting out the relevance of their ideas to education. Esteemed editor Mark Murphy provides a keen-eyed overview of the theories of Derrida, Bourdieu, Foucault and Habermas, in relation to four key education issues: - Inequality, inclusion and education - Identities: Notions of educational selves and subjectivities - Teaching and learning: Curricular and pedagogical practice - Governance and management:

  • 13.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    A Habermasian Analysis of a Process of Recognition of Prior Learning for Health Care Assistants2012In: Adult Education Quarterly, ISSN 0741-7136, Vol. 62, no 4, p. 351-370Article in journal (Refereed)
    Abstract [en]

    This article discusses a process of recognition of prior learning for accreditation of prior experiential learning to qualify for course credits used in an adult in-service education program for health care assistants at the upper-secondary level in Sweden. The data are based on interviews and observations drawn from a field study, and Habermas’s theory of communicative action is used for analysis. The main findings suggest that the students do not fully understand the assessment process or how their prior learning was transformed into credits. This reflects the teacher’s strategic actions and the lack of mutual understanding. Examples are sketched about how the process could be developed using the theory of communicative action. From a Habermasian perspective, this process is also criticized as promoting an assimilation of lifeworld-grounded experiences to the system. This form of recognition of prior learning does not seem to satisfy important goals and ideals in adult education and learning.

  • 14.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    A reconstructive analysis of the potential for critical learning and change in recognition of prior learning: a Habermasian analysis2014In: British Educational Research Journal, ISSN 0141-1926, E-ISSN 1469-3518, Vol. 40, no 4, p. 682-698Article in journal (Refereed)
    Abstract [en]

    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.

  • 15.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Applying Habermas´theory of communicative action in an analysis of recognition of prior learning2013In: Social theory and education research: Understanding Foucault, Habermas, Bourdieu and Derrida / [ed] Mark Murphy, London and New York: Routledge , 2013, 1, p. 98-114Chapter in book (Other academic)
    Abstract [en]

    Although education researchers have drawn on the work of a wide diversity of theorists, a number of these have been of particular significance to education. While the likes of Karl Marx, Antonio Gramsci, John Dewey and Paulo Freire influenced previous generations of educational theorists, much of the more contemporary theory building has revolved around a quartet of well-known and much-debated thinkers – Michel Foucault, Jürgen Habermas, Pierre Bourdieu and Jacques Derrida. However, while the influence of these thinkers has grown considerably over the last number of years, both their original work and its application to education can prove challenging to the educational practitioner. The challenges they pose to educators are exacerbated by a lack of suitable reading material that can appeal to the advanced practitioner market, while also providing a sufficiently in-depth overview of the various theories and their applications in educational research.

    This edited book expertly rectifies this omission in the educational literature, and delivers a text that is both advanced and accessible, offering the education practitioner/researcher a suitable guide to assist their acquisition and application of social theory. The chapters included in this collection are designed to illustrate the diverse ways in which continental theory of whatever stripe can be applied to educational issues. From school surveillance to curriculum, social theory is used to shed light on ‘practical’ issues facing the sector, helping to widen and deepen discussion around these areas when they are in danger of being over-simplified.

    This book will be incredibly useful to post-graduate student teachers who wish to develop their capacity to engage with these debates at an advanced level. It will also prove of great interest to anyone involved in education policy and theory

  • 16.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Department of Behavioural Sciences and Learning.
    From care worker to assistant nurse - Recognition of prior learning in the health care sector2008In: ECER,2008, 2008Conference paper (Other academic)
  • 17.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Department of Behavioural Sciences and Learning.
    From health care assistant to assistant nurse – Recognition of prior learning through a caring ideology2009In: DoctoRALnet conference, Education and Work held in conjunction with Researching Work and Learning 6 on June 27, 2009 Roskilde University, Denmark, Roskilde: Roskilde University , 2009, p. 1-14Conference paper (Other academic)
  • 18.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Department of Behavioural Sciences and Learning.
    Interactive research through life world integration: the interactive researcher as a virtual actor in communicative action processes2008In: NERA Congress,2008, 2008Conference paper (Other academic)
    Abstract [en]

    Action researchers and for instance the democratic dialogue of Bjorn Gustavsen have previously used Habermasian theory. As will be shown there are major problems with connecting Habermas to action research and critique will especially be put on the democratic dialogue of Bjorn Gustavsen. However, interactive research has not before been discussed from a Habermasian perspective. I will argue for interactive research as well suited for a connection to Habermasian theory. Interactive research is discussed primarily in accordance to the following themes in Habermas theory of communicative action: system and lifeworld, the idea of an ideal speech situation through validity claims and the concept of a virtual actor. The result shows that Habermasian thinking and interactive research can be a successful combination. With a Habermasian perspective interactive research can still be conducted with and not on participants in research. The Habermasian inspired interactive researcher becomes a virtual actor both observing and taking part in language processes. Further, the virtual actor has to obey the same validity claims as the participants in the research process. The only difference between the virtual actor and the participant is that the virtual actor will not engage in the goal-oriented actions of the group. This is however confirmed in interactive research were the goal-oriented actions of the research is put in the background and focus instead lies on the joint learning process. Mutual analyze seminars, observations and focus groups are tools which can be used in Habermasian inspired interactive research. Finally, an interactive research through lifeworld integration appears.

  • 19.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Department of Behavioural Sciences and Learning.
    Livsvärldsarenan, livsvärldspedagogen och livskunskapen - fritidsgården som icke formell fostrande kunskapsarena2007In: Sociologförbundets årsmöteskonferens,2007, 2007Conference paper (Other academic)
    Abstract [sv]

    Syftet med detta paper är att lägga fram en samlad teori om fritidsgården, fritidsledaren och vilken kunskap det är som uppstår på fritidsgården. Först ges en kort historisk bild av fritidsgården och en del av den forskning som finns tillgänglig diskuteras. Vidare diskuteras fritid som begrepp. Med utgångspunkt i Jürgen Habermas teori det kommunikativa handlandet och empiriskt material, framläggs sedan en teori, där fritidsgården ses som en livsvärldsarena och fritidsledaren som en livsvärldspedagog. Vidare benämns den kunskap som uppstår på en fritidsgård som livskunskap. Sammantaget kan fritidsgården ses som en icke formell fostrande kunskapsarena där individen tillägnar sig livskunskap. Livskunskapen har förutsättningar för att bland annat utveckla individens sociala kompetens.

  • 20.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Problems and Possibilities in Recognition of Prior Learning: A Critical Social Theory Perspective2014In: Promoting, assessing, recognizing and certifying lifelong learning: international perspectives and practices / [ed] Timo Halttunen, Mari Koivisto, Stephen Billett, Dordrecht: Springer, 2014, p. 235-248Chapter in book (Other academic)
    Abstract [sv]

    This chapter argues for the importance of understanding recognition of prior learning (RPL) through the critical social theories of Jürgen Habermas and Axel Honneth. Results from a research project exploring RPL for the accreditation of prior experiential learning in the healthcare sector in Sweden are used to develop the analysis. It is argued that RPL for accreditation could, by reflecting the results of Habermas’ theory of communicative action, be a process that strengthens social integration and solidarity and develops personal identity. RPL could encourage critical learning in the lifeworld of education through reflections on prior learning, experiences and knowledge gained in work. It is important that the results of the RPL process and assessment are clearly communicated. This would enable these experiences to be mobilised when students move on and use these learning experiences in new contexts. Honneth’s recognition theory can further help us understand what impact the recognition in RPL could have for an individual’s self-esteem development and how RPL processes can support self-realisation.

  • 21.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Department of Behavioural Sciences and Learning.
    Projekt Validus - Validering av arbetsplatslärande hos fackligt förtroendevalda för tillgodoräknande i kurser i den högre utbildningen.2008In: NU2008,2008, 2008Conference paper (Other academic)
  • 22.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Recognising health care assistants' prior learning through a caring ideology2010In: Vocations and learning: Studies in Vocational and Professional Education, ISSN 1874-785X, Vol. 3, no 2, p. 99-115Article in journal (Refereed)
    Abstract [en]

    This article critically appraises a process of recognising prior learning (RPL) using analytical tools from Habermas’ theory of communicative action. The RPL process is part of an in-service training program for health care assistants where the goal is to become a licensed practical nurse. Data about the RPL process were collected using interviews and observations. Through appraising RPL as a social practice, it is held that the process progresses through a ‘caring ideology’. The caring ideology is the foundation that makes it possible to build up health care assistants’ trust in teachers’ authority. In this process, the teachers, by means of strategic actions, become the possessors of (the validity claim) truth. From this starting point, the assistants’ prior experiences are strategically acknowledged in two ways: by affective comments ‘recognising’ their identity/personality and by generating a grade in the courses for which their prior learning is being accredited. The findings show that the lifeworld of these workers is assimilated and colonised through the RPL process and important issues such as power, gender and class are not accounted for. These matters should not be left out in research on caring practices performed by women from low socio-economic groups. These issues must be included if RPL processes are not merely assumed to systematically and uncritically reproduce an existing normative discourse. Based on the RPL practice analysed here, it is proposed that a more reflexive, emancipatory and communicative RPL process could play a central role in the development and enlightenment of health care assistants.

  • 23.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Recognition, adult education and citizenship2015Conference paper (Refereed)
  • 24.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Recognition of Prior Learning in Health Care: From a Caring Ideology and Power, to Communicative Action and Recognition2012Doctoral thesis, comprehensive summary (Other academic)
    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.

    List of papers
    1. Recognising health care assistants' prior learning through a caring ideology
    Open this publication in new window or tab >>Recognising health care assistants' prior learning through a caring ideology
    2010 (English)In: Vocations and learning: Studies in Vocational and Professional Education, ISSN 1874-785X, Vol. 3, no 2, p. 99-115Article in journal (Refereed) Published
    Abstract [en]

    This article critically appraises a process of recognising prior learning (RPL) using analytical tools from Habermas’ theory of communicative action. The RPL process is part of an in-service training program for health care assistants where the goal is to become a licensed practical nurse. Data about the RPL process were collected using interviews and observations. Through appraising RPL as a social practice, it is held that the process progresses through a ‘caring ideology’. The caring ideology is the foundation that makes it possible to build up health care assistants’ trust in teachers’ authority. In this process, the teachers, by means of strategic actions, become the possessors of (the validity claim) truth. From this starting point, the assistants’ prior experiences are strategically acknowledged in two ways: by affective comments ‘recognising’ their identity/personality and by generating a grade in the courses for which their prior learning is being accredited. The findings show that the lifeworld of these workers is assimilated and colonised through the RPL process and important issues such as power, gender and class are not accounted for. These matters should not be left out in research on caring practices performed by women from low socio-economic groups. These issues must be included if RPL processes are not merely assumed to systematically and uncritically reproduce an existing normative discourse. Based on the RPL practice analysed here, it is proposed that a more reflexive, emancipatory and communicative RPL process could play a central role in the development and enlightenment of health care assistants.

    Place, publisher, year, edition, pages
    Springer Netherlands, 2010
    Keywords
    Recognition of prior learning - Health care assistant - Caring ideology - Theory of communicative action - Gender - Power
    National Category
    Pedagogy Sociology Philosophy
    Identifiers
    urn:nbn:se:liu:diva-52920 (URN)10.1007/s12186-009-9031-8 (DOI)
    Available from: 2010-01-13 Created: 2010-01-13 Last updated: 2012-09-13
    2. A Habermasian Analysis of a Process of Recognition of Prior Learning for Health Care Assistants
    Open this publication in new window or tab >>A Habermasian Analysis of a Process of Recognition of Prior Learning for Health Care Assistants
    2012 (English)In: Adult Education Quarterly, ISSN 0741-7136, Vol. 62, no 4, p. 351-370Article in journal (Refereed) Published
    Abstract [en]

    This article discusses a process of recognition of prior learning for accreditation of prior experiential learning to qualify for course credits used in an adult in-service education program for health care assistants at the upper-secondary level in Sweden. The data are based on interviews and observations drawn from a field study, and Habermas’s theory of communicative action is used for analysis. The main findings suggest that the students do not fully understand the assessment process or how their prior learning was transformed into credits. This reflects the teacher’s strategic actions and the lack of mutual understanding. Examples are sketched about how the process could be developed using the theory of communicative action. From a Habermasian perspective, this process is also criticized as promoting an assimilation of lifeworld-grounded experiences to the system. This form of recognition of prior learning does not seem to satisfy important goals and ideals in adult education and learning.

    Place, publisher, year, edition, pages
    SAGE, 2012
    Keywords
    recognition of prior learning, health care assistants, adult learning, Habermas, theory of communicative action
    National Category
    Pedagogy Sociology
    Identifiers
    urn:nbn:se:liu:diva-70015 (URN)10.1177/0741713611415835 (DOI)000310017600003 ()
    Available from: 2011-08-15 Created: 2011-08-15 Last updated: 2013-01-14
    3. A reconstructive analysis of the potential for critical learning and change in recognition of prior learning: a Habermasian analysis
    Open this publication in new window or tab >>A reconstructive analysis of the potential for critical learning and change in recognition of prior learning: a Habermasian analysis
    2014 (English)In: British Educational Research Journal, ISSN 0141-1926, E-ISSN 1469-3518, Vol. 40, no 4, p. 682-698Article in journal (Refereed) Published
    Abstract [en]

    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.

    Place, publisher, year, edition, pages
    Wiley-Blackwell, 2014
    Keywords
    Recognition of Prior Learning, Communicative Action, Rational Reconstruction, Jürgen Habermas, Adult Education, Adult Learning
    National Category
    Pedagogy Sociology
    Identifiers
    urn:nbn:se:liu:diva-81394 (URN)10.1002/berj.3113 (DOI)000340518200005 ()
    Note

    On the day of the defence date the title of the manuscript was A reconstruction of the potential for critical learning and change in recognition of prior learning: A Habermasian analysis.

    Available from: 2012-09-13 Created: 2012-09-13 Last updated: 2017-12-07
    4. Recognition of prior learning, self-realisation and identity within Axel Honneth´s theory of recognition
    Open this publication in new window or tab >>Recognition of prior learning, self-realisation and identity within Axel Honneth´s theory of recognition
    2013 (English)In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 35, no 3, p. 351-365Article 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
    Keywords
    Recognition of Prior Learning, Recognition Theory, Sociocultural Learning Theory, Axel Honneth, Critical Social Theory
    National Category
    Pedagogy Sociology
    Identifiers
    urn:nbn:se:liu:diva-81395 (URN)10.1080/0158037X.2013.768230 (DOI)000326350300007 ()
    Available from: 2012-09-13 Created: 2012-09-13 Last updated: 2017-12-07Bibliographically approved
  • 25.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Department of Behavioural Sciences and Learning.
    The intruding reality - The use of youth lifestyles in advertising and sponsored tv-shows and the colonization of leisure2005In: World Leisure European Conference,2005, 2005Conference paper (Other academic)
  • 26.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Validering och anställningsbarhet?2016In: Anställningsbarhet: perspektiv från utbildning och arbetsliv / [ed] Gun Sparrhoff, Andreas Fejes, Lund: Studentlitteratur AB, 2016, 2, p. 111-122Chapter in book (Other academic)
  • 27.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Validering och anställningsbarhet2009In: Anställningsbarhet: Perspektiv från utbildning och arbetsliv, Lund, Sverige: Studentlitteratur , 2009Chapter in book (Other academic)
  • 28.
    Sandberg, Fredrik
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Validering och erkännandets vuxenpedagogik2013In: Lärandets mångfald: om vuxenpedagogik och folkbildning / [ed] Andreas Fejes, Lund: Studentlitteratur, 2013, 1, p. 173-190Chapter in book (Other academic)
    Abstract [sv]

    Sverige har ett unikt system för vuxnas deltagande i arrangerat lärande inom ramen för kommunal vuxenutbildning, folkhögskola och studiecirklar. Dessa verksamheter står under ständig förändring i fråga om vem som deltar, hur de finansieras, vilket uppdrag de har och vilka pedagogiska ideal som råder.Lärandets mångfald ger en aktuell bild av olika sammanhang för vuxnas lärande med speciellt fokus på vuxenutbildning och folkbildning. Läs den också för att lära känna den forskning som idag finns om dessa områden. Ämnen är bland annat bokcirklarnas framväxt, framväxten av muslimska studieförbund och folkhögskolor, skönlitteraturens roll inom utbildning, politiska makthavares bildningsvägar, didaktiska perspektiv på undervisning av vuxna och yrkeslärares identiteter.Boken vänder sig till studerande vid lärarprogram, studie- och yrkesvägledarprogram, personalvetarprogram, kurser inom pedagogik, samt till yrkesverksamma lärare, folkbildare, studie- och yrkesvägledare, personalvetare och en intresserad allmänhet.

  • 29.
    Sandberg, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Jürgen Habermas2014In: Sociologins teoretiker / [ed] Lucas Gottzén, Ulrik Lögdlund, Malmö: Gleerups Utbildning AB, 2014, p. 209-225Chapter in book (Other academic)
  • 30.
    Sandberg, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Department of Behavioural Sciences and Learning.
    Andersson, Per
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Recognition of prior learning through mutual understanding2008In: NERA Congress,2008, 2008Conference paper (Other academic)
    Abstract [en]

    This paper will discuss the recognition of prior learning (RPL) through a Habermasian perspective. The discussions are based on experiences from a project financed by The Swedish National Commission on Validation. The project was carried through in collaboration between the University of Lund, Linköping University and the union trade organizations The Swedish Municipal Workers- Union and The Union of Civil Servants. The project sought to find a way to recognize prior learning in working life and compare this knowledge to the content of courses at university level. The purpose of this paper is twofold. On the one hand the practical development work is outlined and described. On the other an analysis of the project is done. The theoretical thread is drawn from Jürgen Habermas- theory of communicative action -used as a tool in analysis as well as in the practical development of the project. The analysis shows that academic terms and assessment have a colonizing effect maintained by the system of higher education. Written language also seems to play a major role in the assessment of RPL. These results ended up in the development of mutual conversations, as a response to the colonizing aspects. The mutual conversations have the purpose of integrating working life knowledge with academic knowledge, to open up for mutual understandings from the lifeworld and from this to make the system of higher education more transparent and eligible in the RPL process. Learning processes further seemed to occur in the RPL process, making the participants learn how to express prior learning.

  • 31.
    Sandberg, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
    Andersson, Per
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    RPL for accreditation in higher education: as a process of mutual understanding or merely lifeworld colonisation?2011In: Assessment & Evaluation in Higher Education, ISSN 0260-2938, E-ISSN 1469-297X, Vol. 36, no 7, p. 767-780Article in journal (Refereed)
    Abstract [en]

    This article focuses on a process of recognition of prior learning (RPL) in higher education. It is based on experiences from a project carried out in collaboration between the University of Lund, Linköping University and two trade unions in Sweden. The aim of the project was to find ways of recognising prior learning for accreditation of course credits at university level. In the project and its analysis, Habermas’ theory of communicative action was used as theoretical underpinning. During the project we carried out a thematic analysis based on interviews. The analysis suggested that the participants had a mystified view of higher education that RPL must be considered a learning process and that the participants’ prior learning can be characterised as practical wisdom. These themes guided the development of the project. In a retrospective analysis, language proficiency seemed to play a significant role for the outcome of the process. The conclusion suggests that a more fair and valid assessment of the participant’s prior learning could be accomplished by focusing on RPL as a process of mutual understanding. However, a critical appraisal of the process suggests that RPL for accreditation is problematic and could be seen as a colonisation of the lifeworld.

  • 32.
    Sandberg, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Linköping University, REMESO - Institute for Research on Migration, Ethnicity and Society. Linköping University, Faculty of Arts and Sciences.
    Olson, Maria
    Dalarna University, Falun; Stockholm University, Stockholm; Skövde university, Skövde, Sweden .
    Adult education as a heterotopia of deviation: A dwelling for the abnormal citizen2016In: Adult Education Quarterly, ISSN 0741-7136, E-ISSN 1552-3047, Vol. 66, no 2, p. 103-119Article in journal (Refereed)
    Abstract [en]

    We argue that municipal adult education (MAE) can be seen as a place for displaced and abnormal citizens to gain temporary stability, enabling their shaping into desirable subjects. Drawing on a poststructural discursive analysis, we analyse policy texts and interviews with teachers and students. Our analysis illustrates how two distinct student subjectivities are shaped: the rootless, unmotivated and irresponsible student and the responsible, motivated and goal-oriented one. The difference is that the latter of these subjectivities is positioned as desirable. MAE provides a temporary place in time, a heterotopia of deviation, allowing students to escape precarious employment. The heterotopia places the students in a positive utopian dream of the future. A utopia is not a real place, and what is to become of the students after finishing MAE is not determined; the students themselves should shape it. If they fail, in line with a neoliberal governmentality, it is their own fault.   

  • 33.
    Sandberg, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Fejes, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Dahlstedt, Magnus
    Olson, Maria
    Stockholms Universitet, Skövde University.
    The last exodus?: Discourses on the production of citizens in adult education2015Conference paper (Refereed)
  • 34.
    Sandberg, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning.
    Hobolth, Ellen
    Pedagogiska institutionen Lunds universitet.
    Projekt Pedagogik och fritid set gennem videnskabelige øjne i Pedagogik og Fritid. En antologi om et projekt2006Report (Other (popular science, discussion, etc.))
  • 35.
    Sandberg, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
    Kubiak, Chris
    Open University.
    Recognition of prior learning, self-realisation and identity within Axel Honneth´s theory of recognition2013In: Studies in Continuing Education, ISSN 0158-037X, E-ISSN 1470-126X, Vol. 35, no 3, p. 351-365Article in journal (Refereed)
    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.

  • 36.
    Sandberg, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Kubiak, Chris
    The Open University, Milton Keynes, UK.
    The Recognition in “Recognition”: The Impact of Recognition of Prior Learning on Paraprofessional’s Practice, Learning and Identity2011In: European Conference on Educational Research (ECER) in Berlin, 13 - 16 September 2011, Berlin: ECER , 2011Conference paper (Other academic)
    Abstract [en]

    This paper focuses on the relationship between Recognition of Prior Learning (RPL) processes and paraprofessional practice, learning and identity. In both Sweden and England paraprofessionals such as health care assistants or care workers are increasingly relied upon to perform complex tasks. An accompanying trend has been a concern with ensuring appropriate skill level and opportunities for their professional development (Cameron and Boddy 2006; DH 2006a, b) and Sweden (Ministry of Health and Social Affairs 2004; Step for Skills 2006). A number of formal and non formal learning methods are used to further these aims; though the considerable levels of skill developed through practice itself is increasingly acknowledged. Thus, Recognition of Prior Learning (RPL) has become a frequently employed approach to assess, recognise and formally certificate paraprofessional knowledge and competence.  

    The competency-based nature of some RPL processes have been criticised for its reductionist approach (Coffey 2004). Others have criticised its potential to trivialise the complexity of worker skill and depth of experience by essentialising skills (Somerville 2006). Even so, research suggests that RPL yields educational benefits and positive impacts on self confidence (Stevens et al 2010). Honneth´s (1995, 2003, 2007) recognition theory offers an illuminative perspective on the relationship between RPL and learning and identity. Honneth argues that intersubjective recognition from valued others is key to becoming an autonomous person with a stable identity and a capacity for self realisation. Arguing that one's sense of self and status is intrinsically intertwined with the attitudes of others to oneself, he presents three levels of recognition.  Basic recognition established within the family context builds self-confidence.  The recognition associated with schooling, gaining legal rights and through solidarity with others builds self respect. It is the recognition within the work context that secures an individual’s sense of self-esteem. Experiencing self esteem, self respect and self confidence supports an individual’s experiencing of themselves as having a certain status, as a responsible agent and a valued contributor to shared projects. Mutual recognition builds team coherence.

    The transformative potential of RPL can be seen as arising out of recognition within the workplace. However, according to Heidegren (2003) Honneth suggests that that the personal attributes or activities recognised must be those that are authentically owned by the individual concerned and personally meaningful rather than merely performed. Also, Somerville (2006) suggests that subjectivities in vocational training for care workers are being shaped by negotiations around knowledge and care work. Negotiations could also include overcoming resistance to change one’s work role in line with the status conferred by certification. Thus, although the RPL process may offer affordances for recognition, it is more likely to be negotiated between paraprofessionals and their colleagues and as such, may be a contested process.

    This paper addresses the following questions:

    1. What are the ascribed meanings associated with the paraprofessionals’ pursuit for recognition both within an RPL programme and more broadly in their work role?

    2. What are the dynamics of recognition and non-recognition experienced by paraprofessionals?

    3. How does RPL influence learning and identity?

    Method

    This paper draws on detailed data from six case studies of paraprofessionals engaged in RPL: three from England and three from Sweden. The case study method was chosen to illustrate the impact of RPL approaches and to provide thick descriptions of the nature of the dynamics of recognition between participants in different workplaces and in different nations. Case studies were created out of repeated interviews with participants. Using Honneth’s theory of recognition (1995, 2007) as analytical tool these cases were explored through thematic analysis.

    Expected Outcomes

    Participants in both the English and Swedish studies performed roles requiring specific technical and interpersonal skills resting on years of work experience. The studies indicate that RPL built confidence, achievement and sense of oneself as competent which has implications for building self-esteem. The effects were connected to being recognised not only for one’s performance of the work role but also for one’s unique personal qualities. Processes of recognition were primarily intersubjective emerging through interactions between paraprofessionals and their colleagues – talk, the dynamics of staff meetings or roster organisation, for example. Recognition could co-exist with non-recognition. Some participants did not feel they were enabled to fully show the skills they had resulting in feelings of not being taken seriously. Also more formal and bureaucratic processes such as opportunities for progression, appropriate salary banding and management could have both positive and negative effects on intersubjective recognition. Thus, while RPL contributed to the participants’ learning, sense of self and practice, the potential benefits described by Honneth are realised through locally negotiated processes.

  • 37.
    Sandberg, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences, Studies in Adult, Popular and Higher Education. Linköping University, Department of Behavioural Sciences, Sociology. Linköping University, Department of Behavioural Sciences and Learning.
    Schultz, Linda
    Linköping University, Faculty of Arts and Sciences. Linköping University, Department of Behavioural Sciences and Learning, Sociology .
    Validus. Slutrapport för fas 1 i ett samverkansprojekt om validering av fackliga kunskaper inhämtade genom arbetsplatslärande2007Report (Other academic)
  • 38.
    Sandberg, Fredrik
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Education and Adult Learning. Linköping University, Faculty of Educational Sciences.
    Wallo, Andreas
    Linköping University, Department of Behavioural Sciences and Learning, Education and Sociology. Linköping University, Faculty of Arts and Sciences.
    The interactive researcher as a virtual participant: A Habermasian interpretation2013In: Action Research, ISSN 1476-7503, E-ISSN 1741-2617, Vol. 11, no 2, p. 194-212Article in journal (Refereed)
    Abstract [en]

    This article explores the role of the interactive researcher by drawing on Jürgen Habermas’s theory of communicative action to develop the concept of virtual participant. An ideal interactive research project is used to explore the issues faced by interactive researchers in three phases – initial, implementation and conclusion. In each phase, an interactive research project is used to demonstrate the issues that are discussed. First, this article argues that the concept of communicative rationality can be helpful in understanding how mutually trusting relationships between practitioners and researchers can be established at the beginning of a project. Second, it argues that the idea of taking a virtual stand on validity claims can be used during a project to engage a performative attitude and achieve mutual understanding with actors in the practice system. Third, this article argues that the concept of the virtual participant can explain how the interactive researcher can engage in performative action without becoming captive to the practice system. The concept of the virtual participant helps to enhance understanding of the complexity of the role of the interactive researcher.

  • 39.
    Schultz, Linda
    et al.
    Linköping University, Department of Behavioural Sciences and Learning, Sociology . Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Department of Behavioural Sciences and Learning.
    Sandberg, Fredrik
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education.
    Validus II. Rapport från fas 2 av ett samverkansprojekt gällande validering av fackliga kunskaper inhämtade genom arbetsplatslärande2007Report (Other academic)
1 - 39 of 39
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