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    Converting RPL into academic capital: Lessons from Australian universities

    Access Status
    Fulltext not available
    Authors
    Pitman, Tim
    Vidovich, L.
    Date
    2013
    Type
    Journal Article
    
    Metadata
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    Citation
    Pitman, T. and Vidovich, L. 2013. Converting RPL into academic capital: Lessons from Australian universities. International Journal of Lifelong Education. 32 (4): pp. 501-517.
    Source Title
    International Journal of Lifelong Education
    DOI
    10.1080/02601370.2013.778075
    ISSN
    0260-1370
    URI
    http://hdl.handle.net/20.500.11937/17582
    Collection
    • Curtin Research Publications
    Abstract

    Recognition of prior learning (RPL) requires an assessment of the equivalence and transferabilityof learning acquired in one context to another. However, this study’s examinationof the institutional policies and practices of three Australian universities reveals thatRPL can also be understood as a Bourdieuian process of ‘capital conversion’, where anindividual’s economic, social and cultural capital are assessed as being equivalent to ‘academicexperience’. This approach reveals that, far from being an epistemological assessmentof prior learning, universities also consider their organisational identity and statuswhen considering what informal or non-formal learning will be accepted. Ultimately, whatcounts as prior learning depends as much upon which university is doing the assessment,its motive for doing so and the extent to which it views RPL as a normative threat.

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