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Recognition of prior learning, self-realisation and identity within Axel Honneth’s theory of recognition

Sandberg, Fredrik and Kubiak, Chris (2013). Recognition of prior learning, self-realisation and identity within Axel Honneth’s theory of recognition. Studies in Continuing Education, 35(3) pp. 351–365.

DOI (Digital Object Identifier) Link: https://doi.org/10.1080/0158037X.2013.768230
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Abstract

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.

Item Type: Journal Item
Copyright Holders: 2013 Taylor & Francis
ISSN: 1470-126X
Keywords: recognition of prior learning; recognition theory; sociocultural learning theory; Axel Honneth; critical social theory
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Health, Wellbeing and Social Care > Health and Social Care
Faculty of Wellbeing, Education and Language Studies (WELS) > Health, Wellbeing and Social Care
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 45767
Depositing User: Christopher Kubiak
Date Deposited: 24 Mar 2016 10:28
Last Modified: 07 Dec 2018 10:39
URI: http://oro.open.ac.uk/id/eprint/45767
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