People, Validation, and Power: Democracy in Action?

Abstract

The 5th VPL Biennale was organized around the consideration of a central question: Does an expansion of validation practices (of all kinds) provide evidence of “democracy in action”? Indeed, the question mark that closes the conference title was included for a purpose: It is one of our abiding questions. Taken as a whole, the conference focused on our efforts to understand the various changes and consequences that come with empowerment through validation for individuals, society, and institutions. Do all our efforts and their outcomes represent ‘democracy in action’?

The essay—the “concept paper”—included here provided a philosophical foundation for the planning of the 5th Biennale. It sought to identify major themes, directions, and complexities of the theories and practices of VPL that were taken up in Kilkenny. It served as a guidepost.

As we hope will be evident throughout this edition of PLAIO, the event’s structure and themes underscored this philosophy, by exploring the intersections of validation with democracy through four pillars: individual empowerment, skills development, inclusion, and mobility. Each pillar challenged traditional notions of power and authority in determining what constitutes valid knowledge, inviting a reimagining of frameworks and practices to align with values of fairness and adaptability. Crucially, the Biennale drew on cultural concepts like Pelkwaílc-kt es knucwentwécw-kt (Secwépemc) and Meitheal (Irish), underscoring the collective power of collaboration and mutual support in achieving meaningful progress. This collaborative ethos mirrors the call for participatory and inclusive validation practices that celebrate and leverage diversity to create shared value for individuals, communities, and organizations. These philosophical underpinnings of the 5th Biennale also reflected a vision where validation is not just a mechanism for recognizing learning but a catalyst for democratization, societal transformation, and global citizenship. By embracing inclusion, empowerment, and adaptability, the “concept paper” introduces the importance of seeking to create systems that are not only responsive to individual needs but also attuned to the demands of a rapidly evolving global landscape.

Many people (and writings) contributed to the introduction and articulation of the concepts introduced below. Central to the outlining, drafting, and editing were Andrina Wafer (Quality and Qualification, Ireland) and Deirdre Goggin (Munster Technological University/ Cork Institute of Technology, Ireland).

Other significant contributors were Manuel Souto-Otero (University of Bristol). Ruud Duvekot (UNESCO Research Center-Netherlands), Ernesto Villalba-Garcia (European Centre for the Development of Vocational Training), Martina Needham (Donegal Education and Training Board), Nan Travers (SUNY Empire State University), Susan Forseille (Thompson Rivers University), Marie Macauley (WHO Academy), Siobhan Murray (Donegal ETB Further Education and Training (FET), Osin Hassan (Irish Universities Association), Deirdre Harkin (South East Technological University), Grace Edge (The Technological Higher Education Association-Ireland ), Andy Brown (College Saint Lambert-Champlain), and  Alan Mandell (SUNY Empire State University). The writings of many colleagues (including Alan Ralphs, Linda Cooper, Judy Harris, and Christine Wihak) also informed the direction and substance of this essay. It was surely a collective effort.