LCT

  • Increase font size
  • Default font size
  • Decrease font size

Maton bibliography

This page provides a simple way of finding single-authored and collaborative publications by Karl Maton.  See also:

Follow Karl Maton on Academia.edu


BOOKS - see author page on Amazon.co.uk or Amazon.com

Van Krieken, R., Habibis, B., Smith, P., Hutchins, B., Martin, G.. & Maton, K. (forthcoming, 2017) Sociology: Themes and perspectives. Sixth Edition. Sydney, Pearson.

Martin, J. R., Maton, K., Wang Pin and Wang Zhenhua (in press) (eds) Understanding Academic Discourse: Systemic functional linguistics and Legitimation Code Theory, Beijing, Higher Education Press.

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

Maton, K. (2014) Knowledge and Knowers: Towards a realist sociology of education. London, Routledge. Available in paperback.

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

Christie, F. & Maton, K. (eds) (2011) Disciplinarity: Functional linguistic and sociological perspectives.  London, Continuum. Now available in paperback and Kindle versions.

Maton, K. & Moore, R. (eds) (2010) Social Realism, Knowledge and the Sociology of Education: Coalitions of the mind.  London, Continuum.  Now available in paperback and Kindle.

Van Krieken, R., Habibis, B., Smith, P., Hutchins, B., Martin, G.. & Maton, K. (2010) Sociology: Themes and perspectives. Fourth Edition. Sydney, Pearson.


JOURNAL ARTICLES & BOOK CHAPTERS

2017

Maton, K. (in press) Semantics from Legitimation Code Theory: How context-dependence and complexity shape academic discourse, in Martin, J. R., Maton, K., Wang Pin & Wang Zhenhua (eds)Understanding Academic Discourse, Beijing, Higher Education Press.

Maton, K. & Chen, R. T-H. (in press) Specialization from Legitimation Code Theory: How the basis of achievement shapes student success, in Martin, J. R., Maton, K., Wang Pin & Wang Zhenhua (eds)Understanding Academic Discourse, Beijing, Higher Education Press.

Maton, K. & Doran, Y.J. (2017) SFL and code theory, in Bartlett, T. & O’Grady, G. (eds) The Routledge Systemic Functional Linguistic Handbook. London, Routledge.

Martin, J. R. & Maton, K. (in press) Understanding academic discourse: Bringing together linguistics and sociology, in Martin, J. R., Maton, K., Wang Pin & Wang Zhenhua (eds) Understanding Academic Discourse, Beijing, Higher Education Press.

2016

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

Maton, K. & Doran, Y.J. (in press) Semantic density: A translation device for revealing complexity of knowledge practices in discourse, part 1 - wording, Onomázein

Maton, K. & Doran, Y.J. (in press) Condensation: A translation device for revealing complexity of knowledge practices in discourse, part 2 - clausing and sequencing, Onomázein.

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. & Chen, R. T-H. (2016) LCT in qualitative research: Creating a translation device for studying constructivist pedagogy, in K. Maton, S. Hood & S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory. London, Routledge.

Maton, K. & Howard, S. K. (2016) LCT in mixed-methods research: Evolving an instrument for quantitative data, in K. Maton, S. Hood & S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory. London, Routledge.

Maton, K., Carvalho, L. & Dong, A. (2016) LCT in praxis: Creating an e-learning environment for informal learning of principled knowledge, in K. Maton, S. Hood & S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory. 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.

Maton, K. (2016) Starting points: Resources and architectural glossary, in K. Maton, S. Hood & S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory. London, Routledge.

2015

Carvalho, L., Dong, A. & Maton, K. (2015) Foregrounding knowledge in e-learning design: An illustration in a museum setting, Australian Journal of Educational Technology, 31(3): 328–348.

Dong, A., Maton, K. & Carvalho, L. (2015) The structuring of design knowledge, in Rodgers, P. & Yee, J. (eds) Routledge Companion to Design Research. London, Routledge

Szenes, E., Tilakaratna, N. & Maton, K. (2015) The knowledge practices of critical thinking, in Davies, M. & Barnett, R. (eds) The Palgrave Handbook of Critical Thinking in Higher Education, London: Palgrave Macmillan.

2014

Georgiou, H., Maton, K. & Sharma, M. (2014) Recovering knowledge for science education research: Exploring the ‘Icarus effect’ in student workCanadian Journal of Science, Mathematics, and Technology Education, 14(3): 252-268.

Maton, K. (2014) Building powerful knowledge: The significance of semantic waves, in Rata, E. & Barrett, B. (eds) Knowledge and the Future of the Curriculum: International studies in social realism, London: Palgrave Macmillan

Maton, K. (2014) A TALL order?: Legitimation Code Theory for academic language and learning, Journal of Academic Language and Learning, 8(3): 34–48.

2013

Macnaught, L., Maton, K., Martin, J.R. & Matruglio, E. (2013) Jointly constructing semantic waves: Implications for teacher training, Linguistics and Education, 24(1): 50-63.

Martin, J.R. & Maton, K. (2013) (eds) Cumulative Knowledge-Building in Secondary Schooling, Linguistics and Education, 24(1): 1-74. (= the semantic wave special all in one handy download)

Martin, J.R. & Maton, K. (2013) Cumulative knowledge-building in secondary schooling: Guest editors’ prefaceLinguistics and Education, 24(1): 1-3.

Maton, K. (2013) Making semantic waves: A key to cumulative knowledge-buildingLinguistics and Education, 24(1): 8-22.

Matruglio, E., Maton, K. & Martin, J.R. (2013) Time travel: The role of temporality in enabling semantic waves in secondary school teachingLinguistics and Education, 24(1): 38-49.

2012

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

2011

Bennett, S. & Maton, K. (2011) Intellectual field or faith-based religion: Moving on from the idea of 'digital natives', in Thomas, M. (ed) Deconstructing Digital Natives: Young people, technology and the new literacies.  New York, Routledge, 169-185.

Chen, R. T-H, Maton, K. & Bennett, S. (2011) Absenting discipline: Constructivist approaches in online learning, in Christie, F. & Maton, K. (eds) Disciplinarity: Functional linguistic and sociological perspectives.  London, Continuum, 129-150.

Christie, F. & Maton, K. (2011) Why disciplinarity?, in Christie, F. & Maton, K. (eds) Disciplinarity:Functional linguistic and sociological perspectives.  London, Continuum, 1-9.

Howard, S. & Maton, K. (2011) Theorising knowledge practices: A missing piece of the educational technology puzzleResearch in Learning Technology 19(3), 191-206.

Maton, K. (2011) Knowledge-building: Analysing the cumulative development of ideas, in Ivinson, G., Davies, B. & Fitz, J. (eds) Knowledge and Identity: Concepts and applications in Bernstein’s sociology. London, Routledge, 23-38.

Maton, K. (2011) Theories and things: The semantics of disciplinarity, in Christie, F. & Maton, K. (eds) Disciplinarity: Functional linguistic and sociological perspectives.  London, Continuum, 62-84.

2010

Bennett, S. & Maton, K. (2010) Beyond the ‘digital natives’ debate: Towards a more nuanced understanding of students’ technology experiencesJournal of Computer Assisted Learning, 26(5): 321-331.

Lamont, A. & Maton, K. (2010) Unpopular music: Beliefs and behaviours towards music in education, in Wright, R. (ed.) Sociology and Music Education. London, Ashgate, 63-80.

Martin, J., Maton, K. & Matruglio, E. (2010) Historical cosmologies: Epistemology and axiology in Australian secondary school history. Revista Signos 43(74): 433-463.

Maton, K. (2010) Segmentalism: The problem of building knowledge and creating knowers, in Frandji, D. & Vitale, P. (eds) Knowledge, Pedagogy & Society:  International perspectives on Basil Bernstein's sociology of education. Abingdon, Routledge, 126-139.

Maton, K. (2010) Last night we dreamt that somebody loved us: Smiths fans and me in the late 1980s, in Campbell, S. & Coulter, C. (eds) Why Pamper Life’s Complexities? Essays on The Smiths.  Manchester, Manchester University Press, 179-194.

Maton, K. (2010) Invisible tribunals: Progress and knowledge-building in the humanities, in Singh, P., Sadovnik, A. & Semel, S. (eds) Toolkits, Translation Devices and Conceptual Accounts: Essays on Basil Bernstein's sociology of knowledge. New York, Peter Lang, 177-196.

Maton, K. (2010) Analysing knowledge claims and practices: Languages of legitimation, in Maton, K. & Moore, R. (eds) Social Realism, Knowledge and the Sociology of Education: Coalitions of the mind. London, Continuum, 35-59.

Maton, K. (2010) Progress and canons in the arts and humanities: Knowers and gazes, in Maton, K. & Moore, R. (eds) Social Realism, Knowledge and the Sociology of Education: Coalitions of the mind. London, Continuum, 154-178.

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.

2009

Carvalho, L., Dong, A. & Maton, K. (2009) Legitimating design: A sociology of knowledge account of the field, Design Studies 30(5): 483-502.

Maton, K. (2009) Cumulative and segmented learning: Exploring the role of curriculum structures in knowledge-building, British Journal of Sociology of Education 30(1): 43-57.

2008

Bennett, S., Maton, K. & Kervin, L. (2008) The ‘digital natives’ debate: A critical review of the evidenceBritish Journal of Educational Technology 39(5): 775-786.

Chen, R., Bennett, S., & Maton, K. (2008) The adaptation of Chinese international students to online flexible learning: Two case studies, Distance Education 29(3) 307-323.

Freebody, P., Maton, K., & Martin, J. (2008) Talk, text and knowledge in cumulative, integrated learning: A response to ‘intellectual challenge’, Australian Journal of Language and Literacy, 31: 188-201.

Lamont, A. & Maton, K. (2008) Choosing music: Exploratory studies into the low uptake of music GCSEBritish Journal of Music Education 25(3): 267-282.

Maton, K. (2008) Gravité sémantique et Apprentissage segmenté, in Vitale, P. & Frandji, D. (eds) Enjeux Sociaux, Savoirs, Langage, Pedagogie: Actualité et fécondité de l’oeuvre de Basil Bernstein. Rennes, University of Rennes Press, 151-168.

Maton, K. (2008) Habitus, in Grenfell, M. (ed.) Pierre Bourdieu: Key concepts. London, Acumen, 49-66.

2007

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

Maton K. (2007) Knowledge-knower structures in intellectual and educational fields, in Christie, F. & Martin, J. (eds) Language, Knowledge and Pedagogy: Functional linguistic and sociological perspectives.  London, Continuum, 87-108.

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.

2006

Maton, K. (2006) On knowledge structures and knower structures, in Moore, R., Arnot, M., Beck, J. & Daniels, H. (eds) Knowledge, Power and Educational Reform: Applying the sociology of Basil Bernstein. London, Routledge, 44-59.

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

Maton, K. (2004) The wrong kind of knower: Education, expansion and the epistemic device, in Muller, J., Davies, B., & Morais, A. (eds) Reading Bernstein, Researching Bernstein. London, Routledge, 218-231.

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. & Wright, H.K. (2002) Returning cultural studies to education, International Journal of Cultural Studies, 5(4): 379-392.

Maton, K. (2002) Popes, Kings and cultural studies: Placing the commitment to non-disciplinarity in historical context, in Herbrechter, S. (ed.) Cultural Studies: Interdisciplinarity and translation. Amsterdam, Rodopi, 31-53.

Moore, R. & Maton, K. (2001) Founding the sociology of knowledge: Basil Bernstein, intellectual fields and the epistemic device, in Morais, A., Neves, I., Davies, B. & Daniels, H. (eds) Towards a Sociology of Pedagogy: The contribution of Basil Bernstein to research. New York, Peter Lang, 153-182.

Maton, K. (2000) Languages of legitimation: The structuring significance for intellectual fields of strategic knowledge claims, British Journal of Sociology of Education 21 (2), 147-167.

Maton, K. (2000) Recovering pedagogic discourse: A Bernsteinian approach to the sociology of educational knowledge, Linguistics & Education 11 (1), 79-98.

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


REPORTS

Maton, K. & Bennett, S. (2010) The Role of ICTs at the University of Sydney: A report on the experiences and expectations of students and teaching staff.  Office of the DVC(E), University of Sydney.

Kennedy, G., Dalgarno, B., Bennett, S., Gray, K., Waycott, J., Judd, T., Bishop, A., Maton, K., Krause, K-L., & Chang, R. (2009) Educating the Net Generation: A handbook of findings for practice and policy.  Australian Learning and Teaching Council.


KEYNOTE ADDRESSES

Maton, K. (2015) Surfing for Success: How Legitimation Code Theory can help students in higher education and beyond, Fourth Learning, Teaching and Assessment Symposium, Durban University of Technology, South Africa, Oct.

Maton, K. (2015) Opening Address - Legitimation Code Theory: Past, present, future, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June. Audio hereSlides here.

Maton, K. (2015) LCT, Specialization and Semantics, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Maton, K. (2015) The craft of LCT: Enacting concepts in research, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Howard, S. K. & Maton, K. (2015) Autonomy and knowledge-building: Bringing it all back home,First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Maton, K. & Martin, J. L. (2015) Temporality and knowledge-building: About Time, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Maton, K. (2015) Building on Bourdieu: Continuing the mental revolution, Beyond the Fields We Know: A cross-disciplinary colloquium on Bourdieusian field methods and theories, UTS, Sydney, February.

Maton, K. (2014) Five keynotes: (1) Introducing Specialization; (2) Semantics and the significance of ‘semantic waves’; (3) Using LCT in fine-grained analysis of discourse: ‘Translation devices’ for semantic density; (5) The craft of LCT: Enacting the theory in empirical research; (4) Cosmologies: Bringing it all together, International Conference on Appliable Linguistics and Academic Discourse, Shanghai Jiao Tong University, Shanghai, China, December

Maton, K. (2014) Heresies: The blasphemous analysis of knowledge practices, or ‘Introducing Legitimation Code Theory’, Fifth International KERU Symposium, Auckland University, New Zealand, November.

Maton, K. (2014) Studying Semantics: The next dimension, Fifth International KERU Symposium, Auckland University, New Zealand, November.

Maton, K. (2014) Heretical knowledge: Knowledge-blindness in education research, Public Lecture, Equity and Institutional Culture Office, Rhodes University, South Africa, September.

Maton, K. (2014) Close encounters of the third kind: Using Legitimation Code Theory and systemic functional linguistics together to explore education, 41st International Systemic Functional Congress and X Latin-American Systemic Functional Congress, Mendoza, Argentina, April. This talk is divided into 3 video files: PART ONE / PART TWO / PART THREE

Maton, K. (2012) A TALL Order? Legitimation Code Theory for academic literary and learning, Key Thinkers, Key Theories: The contribution of theory to academic language and learning practice, Melbourne, Dec.

Maton, K. (2012) Legitimation Code Theory: What is it, and why should linguistics be bothered?, Sixth International Free Linguistics Conference, University of Sydney, October.

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

Maton, K. (2012) Shining a light on knowledge: What is ‘LCT’ and why is it useful for science education?, Illuminating Knowledge: Exploring the nature of knowledge in the natural sciences - 1st annual Legitimation Code Theory science and mathematics symposium, Feb 2012, University of Sydney.

Maton, K. (2011) Mastering semantic waves: A key to cumulative knowledge and social justiceAustralian Systemic Functional Linguistics Association Annual Conference, University of New England, Armidale, Sept

Maton, K. (2010) Reclaiming knowers: Advancing Bernstein’s sociology of knowledge. Sixth International Basil Bernstein Symposium, Brisbane, June-July.

Maton, K. (2009) ‘Getting clear about knowledge’. Knowledge and Curriculum in Higher Education Symposium, University of Cape Town, June.

Maton, K. (2008) Knowledge-building: How can we create powerful and influential ideas?Disciplinarity, Knowledge & Language: An international symposium, University of Sydney, Dec.

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. (2007) Segmented learning: Knowledge-building in contemporary education,Explorations in Knowledge, Society & Education, University of Cambridge, June.

Maton, K. (2007) Semantic gravity and segmented learning: The problem of building knowledge and creating knowers, Enjeux Sociaux, Savoirs, Langage, Pedagogie: Actualité et fécondité de l’oeuvre de Basil Bernstein, University of Lyon, France, May-June.

Maton, K. (2004) Knowledge structures and knower structures in intellectual fields, Reclaiming Knowledge: Registers of discourse in the community and school, University of Sydney, Australia, Dec.

Maton, K. (2002) Building a Tower of Babel: Towards a social science of knowledge, Australian Systemic Functional Linguistics Association Annual Conference, Sydney, Australia, July.


OTHER PUBLICATIONS

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

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

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

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

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

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

Maton, K. (2001) The real and critical need of educational research for critical realism, Journal of Critical Realism, May, 56-59

Landesman, C., Maton, K. & Young, T. (1991) Opening editorial, The Modern Review, Autumn: 4-5.

Last Updated on Monday, 27 March 2017 14:24