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Sökning: L773:0268 1080 OR L773:1460 2237 > Andersson Per

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1.
  • Andersson, Per (författare)
  • National Policy and the Implementation of Recognition of Prior Learning in a Swedish Municipality
  • 2008
  • Ingår i: Journal of education policy. - : Informa UK Limited. - 0268-0939 .- 1464-5106. ; 23:5, s. 515-531
  • Tidskriftsartikel (refereegranskat)abstract
    • The recognition of prior learning (RPL) has been part of adult education policy and practice for a long time, but in different ways and in different times and places. In Sweden, RPL has been an explicit part of the policy since 1996. This policy analysis starts with the current Swedish policy concerning RPL. The figures of thought expressed in official policy texts are traced in, and compared to what is expressed in, the (discursive) practice of a case of local policy and development initiatives. The objective of the analysis is to see how the policy in official texts is reproduced and transformed at the local level. The theoretical starting point is the Foucauldian concept of ‘governmentality’, and RPL is seen as a technique for governing adult education, the adult learner, and also adult learning. The analysis focuses particularly on the governing of adult education, expressed in the ‘salvation narrative’ of RPL, and in ideas of what RPL is and how it should be organised. Indirect as well as direct techniques of governing are identified in the governing of and through RPL.
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2.
  • Andersson, Per, et al. (författare)
  • Recognition of prior learning as a technique for fabricating the adult learner : a genealogical analysis on Swedish adult education policy
  • 2005
  • Ingår i: Journal of education policy. - : Informa UK Limited. - 0268-0939 .- 1464-5106. ; 20:5, s. 595-613
  • Tidskriftsartikel (refereegranskat)abstract
    • This article focuses on the recognition of prior learning and the figure of thought it represents in Swedish policy on adult education. It can be seen as a technique for governing the adult learner and a way of fabricating the subject. We are tracing this thought back in time to see how it has changed and what it consists of. The material analysed consists of Swedish official documents published between 1948 and 2004. We draw on two concepts from the Foucauldian toolbox: genealogy and governmentality. The result shows that this technique for governing and fabricating the adult subject is not new. It has been present during all periods analysed. However, there is a difference in how the ideas of competence and knowledge are stressed. Today the focus is on the subject's specific experience, which means competence. You are constructed as an adult with experiences that are to be evaluated. During the 1960s and 1970s the focus was rather on general experience. There was also discussion concerning the subject's ability to study. During the 1950s this figure of thought focused on ability was dominant. Those with the talent/ability to study were to be accepted for adult education.
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  • Resultat 1-2 av 2
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refereegranskat (2)
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Andersson, Per (2)Ta bort avgränsningen
Fejes, Andreas (1)
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Linköpings universitet (2)
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