RPL: Power Pedagogy and Possibility

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Conceptual and implementation guides RPL: Power, Pedagogy, and Possibility is a useful guide for academics, planners, policy-makers, and practitioners who work with the Recognition of Prior Learning (RPL). Its theme of 'knowledgeable practice' marks a departure from much international literature in that it understands RPL as a social practice situated in context rather than as a set of neutral technical procedures. The conceptual guide presents the theoretical perspectives developed to illuminate the complex relationships between context and RPL practice. These are put to work in three distinctive international contexts chosen to draw out epistemological and pedagogical issues and possibilities. These analyses provide the basis for an understanding of what is and a consideration of what could be. The implementation guide is structured around questions often asked by those interested in implementing RPL for the first time. The focus is practical on researching and analysing particular institutional and curricular contexts to provide a local picture of what is, what could be and why. On that basis, the details of how to implement an RPL procedure are also addressed.

Preface
Acknowledgements
List of Figures
List of Tables
List of Abbreviations

Introduction

Part One: Conceptual guide
1. Understanding RPL practices
2. RPL in three contexts
3. RPL in South African contexts

Part Two: Implementation guide
4. Analysing your own context
5. Redesigning or reshaping curricula and inserting RPL

Reference
Appendices