Judy Harris
Biographic Data
| ID | 3793291 |
|---|---|
| NAME | Judy Harris |
| GIVEN NAMES | Judy |
| FAMILY NAME | Harris |
| SIGNATURE | HARRIS J |
| AFFILIATIONS | Open Learning, Thompson Rivers University, British Columbia, Canada |
| ORCID | 0000-0002-6067-1514 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 34 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 4 |
To what extent do discipline, knowledge domain and curriculum affect the feasibility of the Recognition of Prior Learning (RPL) in higher education
What is the role of knowledge in the Recognition of Prior Learning (RPL) in Higher Education? This paper presents the findings of empirical research at a Canadian university. A position of knowledge differentiation located in a social realist sociology of knowledge is adopted. This is not an obvious or usual position for scholars of RPL, because it holds that what distinguishes formal academic knowledge from experiential knowledge is a question o…
Can the Subaltern Teach
This essay explores the position of reading in Gayatri Chakravorty Spivak's proposed aesthetic education. Spivak's ethical endeavour is premised in the universalization of modern reading habits, yet simultaneously seeks to safeguard diversity. It is imperative to address the implications of the interiorization of writing and to situate solitary literary reading as a particular cultural practice with particular consequences. Rather than an anthrop…
Recognition of prior learning
This article addresses the ‘knowledge question’ in the Recognition of Prior Learning (RPL) in relation to postgraduate programmes. In contrast to many traditional theorisations of RPL which draw largely on adult and experiential learning theory, the article starts from a position of knowledge differentiation and explores whether the nature of the discipline or knowledge domain offers affordances or barriers to RPL. In an interview survey, academi…
Ways of seeing the Recognition of Prior Learning (RPL)
This paper is an exploration of RPL practices. It was written following empirical work and concerns raised regarding the efficacy of RPL as a mechanism to enhance social equity and social inclusion in the South African higher education context. An attempt is made to position RPL within the changing socio-economic and cultural conditions of late- or post-modernity and to see it as a social practice rather than as a set of seemingly innocent and be…
Trailing the cemetery with children
Consumer Tipping
Tipping differs from most economic transactions in that consumers who tip are paying a nonobligatory amount for a service that has already been received. Academic research on this unique yet pervasive consumer behavior has focused on the determinants of individuals' tipping decisions. Little attention has been directed at macrolevel issues such as cross-country differences in tipping practices and norms. This article addresses this deficiency by …
Ways of seeing the Recognition of Prior Learning (RPL)
This paper is an exploration of RPL practices. It was written following empirical work and concerns raised regarding the efficacy of RPL as a mechanism to enhance social equity and social inclusion in the South African higher education context. An attempt is made to position RPL within the changing socio-economic and cultural conditions of late- or post-modernity and to see it as a social practice rather than as a set of seemingly innocent and be…
Consumer Tipping
Tipping differs from most economic transactions in that consumers who tip are paying a nonobligatory amount for a service that has already been received. Academic research on this unique yet pervasive consumer behavior has focused on the determinants of individuals' tipping decisions. Little attention has been directed at macrolevel issues such as cross-country differences in tipping practices and norms. This article addresses this deficiency by …
To what extent do discipline, knowledge domain and curriculum affect the feasibility of the Recognition of Prior Learning (RPL) in higher education
What is the role of knowledge in the Recognition of Prior Learning (RPL) in Higher Education? This paper presents the findings of empirical research at a Canadian university. A position of knowledge differentiation located in a social realist sociology of knowledge is adopted. This is not an obvious or usual position for scholars of RPL, because it holds that what distinguishes formal academic knowledge from experiential knowledge is a question o…
Recognition of prior learning
This article addresses the ‘knowledge question’ in the Recognition of Prior Learning (RPL) in relation to postgraduate programmes. In contrast to many traditional theorisations of RPL which draw largely on adult and experiential learning theory, the article starts from a position of knowledge differentiation and explores whether the nature of the discipline or knowledge domain offers affordances or barriers to RPL. In an interview survey, academi…
Consumer Tipping
Tipping differs from most economic transactions in that consumers who tip are paying a nonobligatory amount for a service that has already been received. Academic research on this unique yet pervasive consumer behavior has focused on the determinants of individuals' tipping decisions. Little attention has been directed at macrolevel issues such as cross-country differences in tipping practices and norms. This article addresses this deficiency by …
Trailing the cemetery with children
Ways of seeing the Recognition of Prior Learning (RPL)
This paper is an exploration of RPL practices. It was written following empirical work and concerns raised regarding the efficacy of RPL as a mechanism to enhance social equity and social inclusion in the South African higher education context. An attempt is made to position RPL within the changing socio-economic and cultural conditions of late- or post-modernity and to see it as a social practice rather than as a set of seemingly innocent and be…
Recognition of prior learning
This article addresses the ‘knowledge question’ in the Recognition of Prior Learning (RPL) in relation to postgraduate programmes. In contrast to many traditional theorisations of RPL which draw largely on adult and experiential learning theory, the article starts from a position of knowledge differentiation and explores whether the nature of the discipline or knowledge domain offers affordances or barriers to RPL. In an interview survey, academi…
Can the Subaltern Teach
This essay explores the position of reading in Gayatri Chakravorty Spivak's proposed aesthetic education. Spivak's ethical endeavour is premised in the universalization of modern reading habits, yet simultaneously seeks to safeguard diversity. It is imperative to address the implications of the interiorization of writing and to situate solitary literary reading as a particular cultural practice with particular consequences. Rather than an anthrop…
To what extent do discipline, knowledge domain and curriculum affect the feasibility of the Recognition of Prior Learning (RPL) in higher education
What is the role of knowledge in the Recognition of Prior Learning (RPL) in Higher Education? This paper presents the findings of empirical research at a Canadian university. A position of knowledge differentiation located in a social realist sociology of knowledge is adopted. This is not an obvious or usual position for scholars of RPL, because it holds that what distinguishes formal academic knowledge from experiential knowledge is a question o…
Psychology (5 works) · Sociology (4 works) · Computer Science (3 works) · Epistemology (3 works) · Higher Education and Employability (3 works) · Higher Education Learning Practices (3 works) · Pedagogy (3 works) · Social science (3 works) · Competency Development and Evaluation (2 works) · Curriculum (2 works)