Résumé
Constant developments in the world of work, particularly driven by digitalization, are disrupting the stability of professions and jobs, necessitating continuous updating of knowledge and skills, recognition of prior experience, and inclusive learning approaches in people career development to empower a diverse workforce in adapting to these changes. This paper focuses on an innovative use of Recognition of Prior Learning and Experience run in a vocational master degree at the university as an intrinsic part of development lifelong learners’competencies. It questions how the unrecognized and misrecognized could be recognized? How empower students to become the leading contributors to establishing open recognition spaces fostering the growth of recognition capital with which pedagogical conditions? This paper is focused on narrative learning as a mediator and a decolonizer of recognition through collaborative development of competencies’ porfolios. From Pierce model of communication and transformative learning theory, it suggests an innovative pedagogical approach, the “capacitating pedagogy” as a condition for students’ transformation and emancipation: from inner development to outer growth.