(Re)penser l’évaluation des appren-tissages au postsecondaire en temps de crise : défis à relever et occasions à saisir en période de COVID-19

Abstract

A number of authors from different theoretical perspectives have called for new interdisciplinary ways of considering learning within the higher education context. Peter Jarvis's lifelong learning perspective offers a viable alternative, but lacks a strong theory of the person as self, agent and actor. In response I propose that Margaret Archer's realist social theory has a particular utility for bridging 'common dualisms' as part of an interdisciplinary enquiry into higher education learning, and offers a strong theory of the person.