LCT

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Foundations

LCT builds on past knowledge. It integrates insights from the approaches of Basil Bernstein, Pierre Bourdieu, systemic functional linguistics, Karl Popper, critical realism and many others, including taking inspiration from Foucault, the Frankfurt School, Ernest Gellner and Mary Douglas. These papers address some of those foundations.


TEXTBOOK INTRODUCTION

For an introduction to LCT in context, see chapter 5 of:

Van Krieken, R., Smith, P. Habibis, B., Smith, P., Hutchins, B., Martin, G.. & Maton, K. (2014) Sociology: Themes and perspectives. Fifth Edition. Sydney, Pearson.


SOCIAL REALISM

See chapter 1 of Knowledge and Knowers for relations between social realism and LCT.

Maton, K. & Moore, R. (2010) Coalitions of the mind, in Maton, K. & Moore, R. (Eds.) Social Realism, Knowledge and the Sociology of Education: Coalitions of the mind. London, Continuum, 1-13.

This is an introduction to a collection of key papers in the broad set of approaches known as ‘social realism’. It provides the basic background to social realism, its implications for education and social justice, and a brief history of the emergence of this fresh approach to knowledge. It includes chapters by: Maton; Moore & Young; Moore & Muller; Beck; Wheelahan; Young & Muller; and Moore.

On social realism, see also Rob Moore (2009) Towards the Sociology of Truth, London: Continuum.


PIERRE BOURDIEU

The ways in which LCT extends, integrates and subsumes Bourdieu's field theory has yet to be extensively discussed. Nonetheless, the following give some indications.

Maton, K. (in press) Thinking like Bourdieu: Completing the mental revolution with Legitimation Code Theory, in J. Albright, D. Hartman & J. Widin (eds) Bourdieu's Field Theory and the Social Sciences, London, Palgrave Macmillan.

Maton, K. (2016) Legitimation Code Theory: Building knowledge about knowledge-building, in K. Maton, S. Hood & S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory. London, Routledge.

Maton, K. (1999) Extra curricular activity required: Pierre Bourdieu and the sociology of educational knowledge, in M. Grenfell  & M. Kelly (eds) Pierre Bourdieu: Language, culture and education. Bern, Peter Lang, 197-210.

Maton, K. (2003) Reflexivity, relationism and research: Pierre Bourdieu and the epistemic conditions of social scientific knowledge, Space & Culture, 6(1): 52-65.

Maton, K. (2003) Eternizando o arbitrário: O legado profano de Pierre Bourdieu, Educação, Sociedade & Culturas, 19: 89-102.

Maton, K. (2005) The sacred and the profane: The arbitrary legacy of Pierre Bourdieu, European Journal of Cultural Studies, 8(1): 121-132.

Maton, K. (2005) A question of autonomy: Bourdieu's field approach and policy in higher education, Journal of Education Policy 20(6): 687-704.

Maton, K. (2008) Habitus, in Grenfell, M. (Ed) Pierre Bourdieu: Key concepts. London, Acumen.

Maton, K. (2012) Habitus, in Grenfell, M. (ed.) Pierre Bourdieu: Key concepts, revised edition. London, Acumen.


BASIL BERNSTEIN

Many of the ways that LCT extends, integrates and subsumes Bernstein's code theory are introduced in the Theory papers. See also the lectures on the Transmission page and:

Maton, K. (2016) Legitimation Code Theory: Building knowledge about knowledge-building, in K. Maton, S. Hood & S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory. London, Routledge.

Maton, K. & Muller, J. (2007) A sociology for the transmission of knowledges, in Christie, F. & Martin, J. (Eds.) Language, Knowledge and Pedagogy: Functional linguistic and sociological perspectives. London, Continuum, 14-33.


SYSTEMIC FUNCTIONAL LINGUISTICS

Maton, K. & Doran, Y.J. (2016) SFL and code theory, in Bartlett, T. & O’Grady, G. (eds)The Routledge Systemic Functional Linguistic Handbook. London, Routledge.

Maton, K., Martin, J.R. & Matruglio, E. (2016) LCT and systemic functional linguistics: Enacting complementary theories for explanatory power, in K. Maton, S. Hood & S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory. London, Routledge.

Martin, J.R. & Maton, K. (2016) Systemic functional linguistics and Legitimation Code Theory on education: Rethinking field and knowledge structure, Onomázein.

Karl Maton explores relations between LCT and SFL using 'insights' from the 4-K model of Specialisation in this keynote address at ISFC39 (download is audio + slides):

Maton, K. (2012) The next generation: Inter-disciplinary research into strange new worlds,39th International Systemic Functional Congress, University of Technology, Sydney, July.

J. R. Martin considers how the LCT concept of 'semantic gravity' impacts on thinking in SFL:

Martin, J.R. & Matruglio, E. (2013) Revisiting mode: Context in/dependency in Ancient History classroom discourse, in Huang Guowen, Zhang Delu & Yang Xinzhang (eds) Studies in Functional Linguistics and Discourse Analysis, Volume 5. Beijing: Higher Education Press, 72–95.

Martin, J. R. & Matruglio, E. (2014) Retorno al modo: in/dependencia contextual en el discurso de las clases de historia antigua, Onomázein 29: 186–213

J. R. Martin considers how the LCT concept of 'semantic density' impacts on thinking in SFL:

Martin, J.R. (2014) KEYNOTE: Revisiting field: ‘semantic density’ in Ancient History & Biology discourse, 41st International Systemic Functional Congress and X Latin-American Systemic Functional Congress, Mendoza, Argentina, April.

See also:

Martin, J. R. (2011) Bridging troubled waters: Interdisciplinarity and what makes it stick, in Christie, F. & Maton, K. (eds.) Disciplinarity: Functional linguistic and sociological perspectives.  London, Continuum.

Christie, F., Martin, J., Maton, K. & Muller, J. (2007) Taking stock: Future directions in research in knowledge structure, in Christie, F. & Martin, J. (Ed.) Language, Knowledge and Pedagogy: Functional linguistic and sociological perspectives. London, Continuum, 237-258.


THEORY AND EDUCATION

Maton, K. (2006) Why theory? It's not rocket surgery!Australian Association for Research in Education News 56, October: 11.

Maton, K. (2003) What's the philosophy of education?History Teaching

Maton, K. (2004) Cultural fastfood with the Frankfurt School, Three-D: UK Media, Communication & Cultural Studies Association, 1: 15.

Maton, K. (2003) Reflecting on reflexivityThree-D: UK Media, Communication & Cultural Studies Association, 2: 13.

Maton, K. (2003) Talking paradigmsThree-D: UK Media, Communication & Cultural Studies Association, 1: 6.


CRITICAL REALISM

Critical realist philosophy offers a fruitful underlabouring ontology for social realist sociology; social realist sociology offers critical realist philosophy fruitful conceptual frameworks for substantive research into education.

See chapter 1 of Knowledge and Knowers for relations between critical realism and LCT.

Maton, K. (2008) Critical realism, social realism and the epistemic device. Critical Realism and Education: An international conference, Institute of Education, University of London, July.

Maton, K. & Shipway, B. (2007) Studies of education, in Hartwig, M. (Ed.) Dictionary of Critical Realism. London, Routledge, 442-443.

Maton, K. (2003) Review of Robert Willmott, Education Policy and Realist Social Theory, Sociological Review, 51(4): 569-72.

Maton, K. (2001) Review of Andrew Sayer, Realism & Social Science, Sociological Review 49(1), Feb, 149-152.

Last Updated on Monday, 03 April 2017 13:41