The browser you are using is not supported by this website. All versions of Internet Explorer are no longer supported, either by us or Microsoft (read more here: https://www.microsoft.com/en-us/microsoft-365/windows/end-of-ie-support).

Please use a modern browser to fully experience our website, such as the newest versions of Edge, Chrome, Firefox or Safari etc.

Default user image.

Fredrik Sandberg

Associate Professor | Senior Lecturer

Default user image.

A Habermasian Analysis of a Process of Recognition of Prior Learning for Health Care Assistants

Author

  • Fredrik Sandberg

Summary, in English

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.

Publishing year

2012-11

Language

English

Pages

351-370

Publication/Series

Adult Education Quarterly

Volume

62

Issue

4

Document type

Journal article

Publisher

SAGE Publications

Keywords

  • adult learning
  • Habermas
  • health care assistants
  • recognition of prior learning
  • theory of communicative action

Status

Published

ISBN/ISSN/Other

  • ISSN: 0741-7136