Transformative Learning: A Possible By-Product of Immigrant Learner Participation in Recognition of Acquired Competencies (RAC)

Transformative Learning: A Possible By-Product of Immigrant Learner Participation in Recognition of Acquired Competencies (RAC)

Leah Moss (McGill University, Canada) and Andy Brown (Champlain College Saint-Lambert, Canada)
Copyright: © 2018 |Pages: 11
DOI: 10.4018/978-1-5225-6086-9.ch010

Abstract

Transformative learning is not the goal or learning objective of a recognition of acquired competencies (RAC) process. The authors of this chapter suggest transformative learning is a possible by-product of this process which is an exercise in critical self-reflection and demonstration of competencies. Although unintentional, the RAC process is somewhat aligned with Mezirow's phases of transformative learning. A challenge is that it is empirically difficult to measure the phases or the outcome of transformative learning. However, by examining the narratives of female immigrant learners in a RAC process, this chapter explores the potential of transformative learning as a by-product of their respective experiences in the recognition of their prior learning.
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The Literature

A search for literature and research which combine the concept of transformative learning and vocational education resulted in very few items found. There are even fewer examples to cite on the topic of transformative learning in vocational education as it relates to recognition of acquired competencies or prior learning assessment. One of the few examples of literature which examines transformative learning and prior learning assessment is Brown’s (2017) article entitled Exploring the transformative potential of recognition of prior informal learning for learners: A case study in Scotland. The article examines the learners’ experience with Recognition of Prior (Informal) Learning (RPL) and the change in learner identities as a result of influencing factors such as the role of the RPL advisor, the coded language of academia, materials used in assessment and the processes involved in RPL. According to Brown (2017) “the study was motivated by the need to enhance current RPL research findings and establish a meaningful evidence base of learner experience” (p. 60).

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