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Postgraduate research

The following postgraduate research theses use Legitimation Code Theory as a central framework for their research. We do not vouch for the correct understanding or use of LCT in every thesis, so do remember to consult with an expert about your own work. Join the LCT email listserv to make contact with fellow researchers and postgraduate students elsewhere.

Interested in postgraduate study using LCT? A list of contacts can be found in 'Networks'. See also bottom of this page.


COMPLETED DOCTORAL THESES

Alexandre, M.F. (PhD, 2012) Critical Discourse Analysis of Interviews with Portuguese Scientists - Representation and Legitimation of Scientific Knowledge and its Specialities, Faculty of Letters, University of Lisbon.

Arbee, A. (PhD, 2012) Knowledge and Knowers in the Discipline of Marketing at the University of KwaZulu-Natal, University of KwaZulu-Natal.

Bahman, Z. (PhD, 2012) Contrastive Genre Analysis and the Realisation of Power in Vertical Discourses in English and Persian, Department of Linguistics, University of Sydney.

Bharath, P. (PhD, 2016) An Investigation of Progression in Historical Thinking in South African History Textbooks, University of KwaZulu-Natal, South Africa.

Blickem, C. (PhD, 2014) The Recontextualisation of Architecture and Accounting Education: Views from the academy and the professions, University of Waikato, New Zealand.

Blunden, J. (PhD, 2017) The Language with Displayed Art(efacts): Linguistic and sociological perspectives on meaning, accessibility and knowledge-building in museum exhibitions, University of Technology, Sydney, Australia.

Burnheim, C. (PhD, 2010) Field and Capital in Universities’ External Relations, Faculty of Education, University of Melbourne, Australia

Carroll, C. (PhD, 2017) Playing the field: An Australian case study of student popular musicians’ informal learning in senior secondary classroom music education, Sydney Conservatorium of Music, University of Sydney, Australia

Carvalho, L. (PhD, 2010) A Sociology of Informal Learning in/about Design, Faculty of Architecture, Design & Planning, University of Sydney, Australia

Chen, R. (PhD, 2010) Knowledge and Knowers in Online Learning: Investigating the effects of online flexible learning on student sojourners, Faculty of Education, University of Wollongong, Australia

Clarence, S. (PhD, 2014) Enabling Cumulative Learning Through Teaching: A Legitimation Code Theory analysis of pedagogic practice in law and political science, Rhodes University, South Africa

Conana, H.C. (2015) Using Semantic Profiling to Characterize Pedagogical Practices and Student Learning: A case study in two introductory physics courses, Faculty of Science, University of the Western Cape, South Africa.

Doherty, C. (PhD, 2007) The Production of Cultural Difference and Cultural Sameness in Online Internationalised Education, Faculty of Education, Queensland University of Technology, Australia.

Doran, Y. J. (PhD, 2016) Knowledge in Physics through Mathematics, Image and Language, Dept of Linguistics, University of Sydney, Australia.

Fagan, D. (PhD, 2014) Social Construction of Pedagogical ICT Discourse: The case of a university of technology in South Africa, University of Cape Town, South Africa.

Ellery, K. (PhD, 2016) Epistemological Access in a Science Foundation Course: A social realist perspective, Rhodes University, South Africa.

Feng, C. (PhD, 2014) Metadiscourse in Research Articles: A comparative study across disciplines and research paradigms, Nanyang Technological University, Singapore.

Gao, L. (EdD, 2007) The Changing Context of Tertiary English Teaching in China and Teachers' Responses to the Challenges, Faculty of Education, University of Wollongong, Australia

Georgiou, H. (PhD, 2014) Doing Positive Work: On student understanding of thermodynamics, Faculty of Science, University of Sydney, Australia

Giloi, S. (PhD, 2016) The Knowledge-Knower Structures Used in the Assessment of Graphic Design Practical Work in a Multi-Campus Context, Rhodes University, South Africa.

Glenn, E. (PhD, 2016) From Clashing to Matching: Examining the legitimation codes that underpin shifting views about climate change, Institute for Sustainable Futures, University of Technology Sydney, Australia.

Hay, C. (PhD, 2014) Learning to Inhabit The Chair: Knowledge transfer in contemporary Australian director training, Department of Performance Studies, University of Sydney, Australia.

Hollis-Turner, S.L. (EdD, 2015) Educating for Employability in Office Environments, Cape Peninsula University of Technology, South Africa.

Larsen, V. (PhD, 2014) Disciplinarity and Inter-disciplinarity in Problem Based Learning [Faglighed og Problembaseret Læring: Vidensstrukturer i professionsuddannelser], Institut for Planlægning, Aalborg Universitet, Denmark.

Lilliedahl, J. (PhD, 2013) Musik i (ut)bildning: Gränsdragningar och inramningar i läroplans(kon)texter för gymnasieskolan, Diss, Örebro University, Sweden.

Lindstrøm, C. (PhD, 2010) Link Maps and Map Meetings: A theoretical and experimental case for stronger scaffolding in first year university physics education, School of Physics, Faculty of Science, University of Sydney, Australia

Luck, J. (PhD, 2014) Knowledge and Knowing in the Public Management and Public Administration Programmes at a Comprehensive University, Rhodes University, South Africa.

McCartney, P. (PhD, 2016) Shanti Mandir: Authenticity, economy and emotion in a yoga ashram, School of Culture, History and Language, College of Asia and the Pacific, Australian National University.

McNamara, M. (EdD, 2008), The Discursive Construction of the Nursing Academic, The Open University, UK.

McPherson, J. (PhD, 2014) Comparing ‘Apples with Apples’: Professional accounting practices in university classroom discourse, Faculty of Education and Social Work, University of Sydney.

Martin, J.L. (PhD, 2013) On Notes and Knowers: The representation, evaluation and legitimation of jazz, Discipline of Linguistics, University of Adelaide.

Maton, K. (PhD, 2005) The Field of Higher Education: A sociology of reproduction, transformation, change and the conditions of emergence for cultural studies, University of Cambridge.

Matruglio, E. (PhD, 2014) Humanities’ Humanity: Construing the social in HSC Modern and Ancient History, Society and Culture, and Community and Family Studies, University of Technology Sydney, Australia

Meidell Sigsgaard, A-V. (PhD, 2013) Who Knows What?: The Teaching of knowledge and knowers in a fifth grade Danish as a Second Language classroom, Danish School of Education, Aarhus University, Denmark

Millar, V. (PhD, 2012) The Structuring of Knowledge for Interdisciplinary Teaching in Higher Education, University of Melbourne, Australia.

Mistri, G. (PhD, 2016) A Social Realist Analysis of participation in Academic Professional Development for the integration of Digital Technologies in Higher Education, Rhodes University, South Africa.

Mkhize, T. (PhD, 2015) An Analysis of the Certificate of the Theory of Accounting Knowledge and Knower Structures: A case study of professional knowledge, Rhodes University, South Africa.

Moncayo, V.A.L. (PhD, 2014) A Sustainability Cosmology: An analysis of a “green” company’s sustainability report, Universidade Federal de Santa Catarina, Brazil.

Ojo, E. (PhD, 2016) On Teaching Economics 1: A qualitative case study of a South African university. University of the Witwatersrand, Johannesburg, South Africa.

This e-mail address is being protected from spambots. You need JavaScript enabled to view it (PhD 2011), L’apprentissage d'une pratique democratique: L'exemple de la prise de parole en Franc-Maconnerie, Department of Sociology, University of Provence, France.

Pountney, R,. (PhD, 2014) Trials and Tribunals: Consensus seeking in course design approval in higher education, Sheffield Hallam University, UK.

Roach, G. (PhD, 2016) Critical Thinking in Knowledge Production: Realisations in Masters' students research essays, University of Nottingham China Campus, Ningbo, China.

Shuker, L. (PhD, 2010) "It'll Look Good on Your Personal Statement": A multi-case study of self-marketing amongst 16-19 year olds applying to university, Homerton College, University of Cambridge, UK.

Stavrou, S. (PhD, 2012) Réforme de l'université et transformations curriculaires: des activités de recontextualisation aux effets sur les savoirs, Department of Sociology, University of Provence, France.

Tan, M. (PhD, 2012) Knowledge, Truth, and Schooling for Social Change: Studying environmental education in science classrooms, Ontario Institute for Studies in Education, University of Toronto, Canada

Tann, K. (PhD, 2011) Semogenesis of a Nation: An iconography of Japanese identity, Department of Linguistics, University of Sydney, Australia

Tilakaratna, N. (PhD, 2016) Identity Management in Sri Lankan English Textbooks, Department of Linguistics, University of Sydney, Australia.

Tweed, B. (PhD, 2016) Tātai Kōrero i Ngaro, Tātai Kōrero eRangona: Legitimation and the Learning of Curriculum Mathematics in an Indigenous Māori School, Victoria University of Wellington, New Zealand.

Vahed, A. (D.Tech, 2014) Ensuring Quality Pedagogy through Games in Dental Technology at a Selected University of Technology, Durban University of Technology, South Africa.

Vidal Lizama, M. (PhD, 2014) Theorising Popular Education as a Knowledge Practice: The case of Chile, Faculty of Arts and Social Sciences, UTS, Australia.

Vorster, J-A. (PhD, 2010) A Social-Realist Analysis of Collaborative Curriculum Development Processes in an Academic Department at a South African University, Rhodes University, South Africa.

Weekes, T. (PhD, 2014) From Dot Points to Disciplinarity: The theory and practice of disciplinary literacies in secondary schooling, University of New England, Australia.

Wolff, K. (PhD, 2015) Negotiating Disciplinary Boundaries in Engineering Problem-Solving Practice, University of Cape Town, South Africa.

Zhao, Q. (PhD, 2012) Knowledge Building in Physics Textbooks in Primary and Secondary Schools, Xiamen University, China.


CURRENT PhDs

Adamek, Pavel (PhD) Legitimation in Academic Discourse of Two Earth Science Sub-disciplines, National Institute of Education, Nanyang Technological University, Singapore.

Aris, Sharon (PhD) What Knowledge, Which Knowers: How parents choose high schools for their children, Department of Sociology & Social Policy, University of Sydney, Australia.

Ariza-Pinzón, Vicky (PhD) Configuration of knowledge processes in English Language Teaching: A critical analysis, Benemérita Universidad Autónoma de Puebla

Byers, Susan (EdD) A Contrastive Study of Comprehension Pedagogy in Middle Years English And Science Classrooms, University of Wollongong, Australia.

Carver, Mandy (PhD) How to build an African Music curriculum: epistemologies of music in South Africa, School of Arts, University of the Witwatersrand, South Africa.

Chaowei, Pang (PhD) The Discursive Re-legitimation of the Iraq War in George W. Bush’s Speeches: A corpus-assisted critical discourse study, National University of Defence Technology, Changsha, China.

Chuma, Philip (PhD) Access to the 'Internal Goods' of the Practice through Teaching in Zimbabwe: A case study, University of the Witwatersrand, South Africa.

Collis, Bill (PhD) Electric and Digital Circuit Theory & Improving outcomes for Students, Faculty of Engineering, University of Aukland, New Zealand.

Cowley-Haselden, Susie (PhD) A Systemic Functional Linguistics and Legitimation Code Theory analysis of the semiotic mediation of threshold concepts on a pre-sessional EAP course, Coventry University, UK.

de Bie, Gabi (PhD) Disciplinary Knowledge Structures in a Human Biology Curriculum and the Possible Implications for Cumulative Learning: An analysis using Legitimation Code Theory, Rhodes University, South Africa.

Fraser, Helen (PhD) The Negotiation of Knowledge in Case-Based Learning Groups, Discipline of Medical Education, University of Adelaide, Australia.

Giqwa, Nomfundiso (PhD) An Investigation of Knowledge and its Circulation amongst Workers in Waste Management Workplaces: Expanded Public Works Programme (EPWP) case studies, Rhodes University, South Africa.

Gordon, Tom (PhD) A Physics education toolkit, School of Physics, University of Sydney, Australia.

Guion Akdağ, Emma (PhD) The Ethics and Effects of Internationalisation, Faculty of Social Sciences, University of Stirling, Scotland.

Hartnett, Liz (PhD) Knowledge Practices in Irish Intellectual Disability Nursing in Higher Education, University College Dublin, Ireland.

Haupt, Genevieve (PhD) An Investigation of Formal Access to the Master’s Degree in Clinical Psychology across Universities in South Africa: A Legitimation Code Theory analysis, Rhodes University, South Africa.

Heerden, Martina van (PhD) What Lies Beneath Tutors’ Feedback? Examining the role of feedback in developing ‘knowers’ in English Studies, University of the Western Cape, South Africa.

Hlatshwayo, Mlamuli (PhD) Epistemological access and the University Curriculum, Rhodes University, South Africa.

Holm-Pedersen, Peder (PhD) Forms of knowledge and professional development in the education of teachers for the upper secondary school in Denmark, Department of the Study of Culture, University of Southern Denmark, Denmark.

Hudson, Lizel (DRad) Teaching physics in a virtual clinical environment, Cape Peninsula University of Technology, South Africa.

Jackson, Fiona (PhD) Case Studies of How Grade 10 Teachers of English Construct English as a Subject, During A Time Of Curriculum Reform, University of KwaZulu-Natal, South Africa.

Jackson, Glenn (PhD) Traveling through Waves: Autonomy codes and semantic waves in middle grades English language Arts classrooms, The University of Georgia, USA.

Kajee, Farhana (PhD) A Realist Investigation of Knowledge and Knowers in the Field of Educational Leadership and Management: A case study of coursework Masters programmes at South African Universities, Rhodes University, South Africa.

Kirk, Steve (EdD) Theorising the Local in EAP: from principles and page to pedagogy, School of Education, Durham University, UK.

Kompara-Tosio, Jennifer (PhD) The subject specific literacies of secondary Legal Studies: Insights from systemic functional linguistic analyses of matriculation level examination, Australian Catholic University, Australia.

Lambrinos, Elena (PhD) Bringing Knowledge into Dance and the Body into Knowledge, Department of Sociology and Social Policy, University of Sydney, Australia.

Liu, Yi (PhD) Commitment Resources as Scaffolding Strategies For Teaching English Reading and Writing, Zhongshan University, China.

Locke, Patrick (PhD) The Marketization of Vocational Education, Department of Sociology & Social Policy, University of Sydney, Australia.

Meyer, Wilhelm (PhD) Disciplinarity, decolonization and teaching the interpretation of the bible in a South African university, University of Cape Town, South Africa.

Min Xie (PhD) Reconstructing the Knowledge-Knower Structure of China's National English Curriculum Standards, Beijing Normal University, China.

Monbec, Laetitia (PhD) Transfer from English for Academic Purposes (EAP) to Disciplinary Modules, Open University, UK.

Mtombeni, Thabi (PhD) A Social Realist Account of the Influence of Knowledge and Knower Structures in Curriculum Development Practices in the First Year Chemistry and Mathematics Curricula, Rhodes University, South Africa.

Portman, Daniel (EdD) Tertiary-level EFL Business Students’ Learning of Resume and Cover Letter Writing, Open University, UK.

Richardson, Saul (PhD) The Field of Jazz Education, Department of Sociology & Social Policy, University of Sydney, Australia.

Rutherford-Vale, Emma (PhD) Drowning or waving in the uncommonsense - exploring writing development across the transition from primary to high school science, School of Education, University of Wollongong, Australia.

Sabata, Siyabulela (PhD) Teacher Education Pedagogic Discourse at Cape Peninsula University of Technology, Rhodes University, South Africa.

Sayigh-Kane, Elizabeth (PhD) Academics’ Intellectual Biographies: Making a case for the humanities and social sciences, Graduate School in Humanities, University of Cape Town, South Africa.

Shi, Chunxu (PhD) Affiliation in Discourse of Legal Argumentation, Shanghai Jiao Tong University, China.

Shiotani, Andrew (PhD) Comparative Education and Sociology, Teachers College, Columbia University.

Siebörger, Ian (PhD) Political constellations: A systemic functional linguistics and Legitimation Code Theory analysis of media representations of South African political parties, Rhodes University, South Africa.

Sunder, Roshnee (PhD) Transitions in radiography curricula and lecturer identities in higher education, University of KwaZulu-Natal, South Africa.

Swift, Diane (EdD) How is pedagogic knowledge structured in the semantic profiles of TEs and BTs in an ITE weekly development meeting, Keele University, UK.

Taylor, Dale (PhD) Those Who Can Think, Teach: The pedagogical reasoning of pre-service teachers, School of Education, Wits University, South Africa.

Toll, Mathew (PhD) Constellations of Scepticism: Climate sceptics bloggers’ legitimation of knowledge, Department of Sociology & Social Policy, University of Sydney, Australia.

Walton, Jack (PhD) Assessing musical performances in Australian Higher Education: Investigating Policy, Practices, and Perspectives, Queensland Conservatorium, Griffith University, Australia.

Wang, Chen (PhD) Media Cosmology: Analysis of negative attitude in media discourse, University of Sydney & Xiamen University, China.

Waspe, Tom (PhD) The Integration of Education Technology in Initial Teacher Education, School of Education, Wits University, South Africa.

Wilmot, Kirstin (PhD) Enacting Knowledge in Dissertations: A Legitimation Code Theory analysis of doctoral writing, Department of Sociology & Social Policy, University of Sydney, Australia.

Wise, Jason (PhD) Bridging Multiliteracies in First-Year Writing Area of Interest: Rhetoric and composition, Old Dominion University, USA.


MASTERS THESES

Behardien, I. (2014)Who They Are’ or ‘What and How they Know’: An investigation by a fine art lecturer into the basis of her own legitimacy, MPhil in Education, University of Cape Town, South Africa.

Enderstein, B. (2015) An Analysis of Curriculum Knowledge in an Introductory Actuarial Science Course, MPhil in Education, University of Cape Town, South Africa.

Halliday, L. (2015) An Analysis of How Knowledge is Differentiated in Occupationally-Based Curriculum for a New Profession, MA in Higher Education Studies, University of Cape Town.

Kilpert, L. (2010) Kindling Fires: Weighing the potential for cumulative learning in a private higher education Journalism curriculum. Unpublished MPhil thesis, University of Cape Town, South Africa.

Lambrinos, Elena (2014) The Dancer's Code: Physicality, philosophy and pedagogy, Department of Gender and Cultural Studies, University of Sydney.

Louw, G. (2010) Conceptualising Differentiated Forms of Knowledge: The Medical (MBChB) Curriculum of the University of Cape TownUnpublished MPhil in Education thesis, University of Cape Town, South Africa.

Love, D. (MA, 2016) Any tool works if you are using the language: the role of knowledge in ICT integration in a Johannesburg private school, School of Education, University of the Witwatersrand, South Africa.

Morgan, M (2011) A Corpus Based Investigation into the Relationship between Propositional Content and Metadiscourse in Student Essay Writing, Unpublished MA thesis, University of Nottingham, Ningbo-China campus.

Siebörger, I. (2012) Literacy, Orality and Recontextualization in the Parliament of the Republic of South Africa: An ethnographic study, Unpublished MA thesis, Rhodes University, Grahamstown, South Africa.

Steyn, D. (2012) Conceptualizing Design Knowledge and its Recontextualization in the Studio Work Component of a Design Found Curriculum, MPhil in Education thesis, University of Cape Town, South Africa.

Thomson, E. (2014) Battling with Words: A study of language, diversity and social inclusion in the Australian Department of Defence, MPhil in Humanities and Social Sciences, University of New South Wales, Australia.


HONOURS THESES

Angeloni, C. (Hons, 2015; awarded 1st class; awarded University Medal) Up for Debate: An exploratory study of the role of extracurricular activities for university students, Department of Sociology & Social Policy, University of Sydney, Australia

Doran. Y. (Hons, 2010: awarded 1st class) Knowledge and Multisemiosis in Undergraduate Physics, Department of Linguistics, University of Sydney

Enright, T. (Hons, 2009: awarded 1st class) Economic Expertise in Australia: A case of specialisation or desocialisation?, Department of Sociology & Social Policy, University of Sydney

Finegan, J. (Hons, 2007: awarded 1st class) The Democratisation of Knowledge? An enquiry into forms of online knowledge and participation, Department of Sociology & Social Policy, University of Sydney

Locke, P. (Hons, 2014; awarded 1st class) Marketization within Education: An exploratory study of the effects of educational reforms on TAFE teachers, Department of Sociology & Social Policy, University of Sydney.

O’Brien, R. (Hons, 2009: awarded 1st class; won Dr Charles Perkins Memorial Prize 2010) Special Education or Specialist Education? An exploratory study of pre-service teachers’ knowledge of special education, Department of Sociology & Social Policy, University of Sydney

Paras, F. (Hons, 2011; awarded 1st class for thesis) Disability and ability: An exploratory study of the perceptions of students with physical disabilities and their inclusion in university life, Department of Sociology & Social Policy, University of Sydney

Sevil, O. (Hons, 2016; awarded 1st class) Creating Semantic Waves in History: an exploratory study of the basis of achievement in HSC History Extension, Department of Sociology & Social Policy, University of Sydney

Toll, M. (Hons, 2012; awarded 1st class) Discerning Knowers: An exploratory study of university students’ perceptions of knowledge claims, Department of Sociology & Social Policy, University of Sydney.


INTERESTED IN PHD RESEARCH?

Many scholars are emerging who are supervising theses using LCT, and in many countries. Contact existing PhD students for suggestions (see above). A few key contacts to ask for further information or advice are:

- Australia: This e-mail address is being protected from spambots. You need JavaScript enabled to view it at University of Sydney.

- Also: J.R. Martin at University of Sydney (Maton and Martin also co-supervise PhD students using LCT and SFL together).

- South Africa:

  • Sioux McKenna, CHERTL, Rhodes University
  • This e-mail address is being protected from spambots. You need JavaScript enabled to view it , Rhodes University
  • This e-mail address is being protected from spambots. You need JavaScript enabled to view it , Wits University
  • This e-mail address is being protected from spambots. You need JavaScript enabled to view it Fundani CHED, Cape Peninsula University of Technology (CPUT)
  • Wayne Hugo, University of KwaZulu-Natal
  • Cecilia Jacobs, Stellenbosch University

- Ireland: This e-mail address is being protected from spambots. You need JavaScript enabled to view it , University of College Dublin

- other countries (China, Denmark, France, UK, Spain, USA, Canada, Singapore, Taiwan, etc): see list of PhDs above or contact us on This e-mail address is being protected from spambots. You need JavaScript enabled to view it and we will assist with advice on who to contact.


NOTE:

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Last Updated on Thursday, 16 November 2017 08:41