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It argues that Indigenized PLAR can support post-secondary adaptation and the disruption of settler colonial exclusion, including in Canada’s context of truth and reconciliation commitments. 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|\n| Winter 12-31-2024\u003Cbr>Indigenizing Prior Learning Assessment and Recognition: A Review of the Literature\u003Cbr>Peyton Juhnke\u003Cbr>University of Victoria, [peyton.juhnke@gmail.com](peyton.juhnke@gmail.com)[ ](peyton.juhnke@gmail.com)Tobin LeBlanc Haley\u003Cbr>University of New Brunswick, [tobin.haley@unb.ca](tobin.haley@unb.ca)\u003Cbr>Follow this and additional works at: [https://www.cjsotl-rcacea.ca](https://www.cjsotl-rcacea.ca)\u003Cbr>[https://doi.org/10.5206/cjsotlrcacea.2024.3.16682](https://doi.org/10.5206/cjsotlrcacea.2024.3.16682) |  |\n\nRecommended Citation  \nJuhnke, P., & Haley, T. L. (2024) . Indigenizing Prior Learning Assessment and Recognition: A review of the literature. The Canadian Journal for the Scholarship of Teaching and Learning, 15(3). [https://doi.org/10.5206/cjsotlrcacea.2024.3.16682](https://doi.org/10.5206/cjsotlrcacea.2024.3.16682)  \nIndigenizing Prior Learning Assessment and Recognition: AReview of the Literature  \nAbstract  \nThe purpose of this paper is to provide a review of existing scholarship on the Indigenization of Prior Learning Assessment and Recognition (PLAR). Providing a careful review of this literature contributesa missing map of this field of scholarship and shares key insights for scholars. This is a timely contribution. While the assessment of prior learning has been in practice for decades, this practice has excluded (and continues to exclude) the knowledges of those who remain underrepresented within higher education. In the case of Indigenous learnings, such exclusions are part of the settler colonial operation of post-secondary education that Indigenous scholars and allies are working to disrupt. In order for post-secondary institutions to remain current and adaptive to the ever-changing process of articulating and accrediting knowledge, recognizing and implementing the Indigenization of PLAR is integral. Readers will gain an improved understanding of PLAR, design and implementation considerations when seeking to Indigenize a PLAR process, and examples of well-implemented PLAR for Indigenous learners. As more and more post-secondary institutions consider (to greater and lesser extents) how to address ongoing colonial exclusion of Indigenous knowledges and learners, an Indigenized PLAR process can offer a useful tool. In the settler state of Canada specifically, where the Truth and Reconciliation Commission’s Calls to Action include a focus on providing adequate funding and training so that post-secondary educators can incorporate Indigenous knowledges and teaching methods into the classroom, Indigenized PLAR could potentially support the work of fulfilling this promise. This paper proceeds as follows: 1) a discussion of the search and analysis methodology; 2) a discussion of the importance of Indigenizing PLAR; 3) an overview of key design lessons drawn from the literature; 4) a discussion of important insights in implementation; and 5) a conclusion.  \nL'objectif de cet article est de passer en revue les études existantes sur l'indigénisation de l'évaluation et de la reconnaissance des acquis. L'examen minutieux de ces publications permet de combler les lacunes de ce domaine d'études et de partager des idées clés avec les chercheurs et les chercheuses. Cette contribution arrive à point nommé . Bien que l'évaluation et la reconnaissance des acquis soit pratiquée depuis des décennies, cette pratique a exclu (et continue d'exclure) les connaissances de ceux et celles qui restent sous-représentés dans l'enseignement supérieur. Dans le cas des apprentissages autochtones, ces exclusions font partie du fonctionnement colonial de l'enseignement postsecondaire que les universitaires autochtones et leurs alliés s'efforcent de perturber. Pour que les établissements d'enseignement postsecondaire restent à jour et s'adaptent au processus en constante évolution d'articulation et d'accréditati","cbCaii82e9dZCl6X","https://ap.wps.com/l/cbCaii82e9dZCl6X","pdf",230666,13,"English","# Abstract\n## Purpose and scope\n## Importance of indigenizing PLAR\n## Method and paper structure","[{\"question\":\"What is the main purpose of the paper on Indigenized PLAR?\",\"answer\":\"It provides a review of existing scholarship on the Indigenization of Prior Learning Assessment and Recognition and highlights key insights for researchers.\"},{\"question\":\"Why does the paper emphasize the need to indigenize PLAR?\",\"answer\":\"Because prior learning assessment has excluded underrepresented knowledges in higher education, and Indigenous exclusions are tied to settler colonial operations that scholars and allies aim to disrupt.\"},{\"question\":\"How is the paper organized after the literature review introduction?\",\"answer\":\"It proceeds through the search and analysis methodology, the importance of Indigenizing PLAR, key design lessons, implementation insights, and a conclusion.\"}]","Indigenizing Prior Learning Assessment and Recognition - A Review of the Literature | PDF",1792083003,33]