Metaphor and Totem: Exploring and evaluating prior experiential learning

Abstract

The evaluation and recognition of prior experiential learning is now well established. A significant issue in such evaluations has been the centrality of the learner and his/her empowerment in the educational process. However, most models of evaluation require equivalency between the unique experiences of the subject and existing course analogues. In these models evaluation is based on metaphor, on finding varying degrees of similarity between the experience being assessed and currently existing academic structures. The present paper calls for a richer perspective to be taken in assessing prior experiential learning with particular interest being seen in the notion of totemism as characterised by anthropologist Claude Levi-Strauss. A replacement of metaphor by totemism may restore power, ownership and centrality of the experience to the candidate for assessment, while allowing evaluators an opportunity to engage in a novel but authentic articulation of the underlying academic equivalency of the experience.