Search below for publications and postgraduate theses that enact LCT.
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LCT publications database
- Adamek, P. (PhD, 2022) Legitimation in the Academic Discourse of Two Earth Science Sub-disciplines, National Institute of Education, Nanyang Technological University.
- Adendorff, H. & Blackie, M. A. L. (2022) Decolonization and science education: What is at stake? in M. N. Hlatshwayo, H. Adendorff, M. A. L. Blackie, A. Fataar & P. Maluleka (Eds.) Decolonising Knowledge and Knowers, Routledge, 83–102. DOI: 10.4324/9781003106968-6
- Ahern, A., O'Connor, T., McRuairc, G., McNamara & M. O'Donnell, D. (2012) Critical thinking in the university curriculum – the impact on engineering education, European Journal of Engineering Education, 37(2): 125–132.
- Aldred, E. M. (PhD, 2018) The landscape of EdD programmes in England. School of Education, University of Nottingham, England.
- 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, Portugal.
- Amundrud, T. (2022). Multimodal knowledge building in a Japanese secondary English as a foreign language class, Multimodality & Society, 2(1): 64–85.
- Amundrud, T., Inako, A. & Edsall, D. (2020) Looking at knowledge and knowers through Legitimation Code Theory (LCT): An Interview with Professor Karl Maton, The Language Teacher, 44 (5): 19–21.
- Annala, J. (2022). Disciplinary knowledge practices and powerful knowledge: a study on knowledge and curriculum structures in regions, Teaching in Higher Education: 1–19.
- Anson, D. (2017) Examining the examiners: The state of senior secondary English examinations in Australia, Australian Journal of Language and Literacy, 40(2): 135–145.
- Anson, D. (2017) Examining the examiners: The state of senior secondary English examinations in Australia, Second International Legitimation Code Theory Conference, Sydney, Australia, July.
- Anson, D. (PhD, 2019) Senior secondary English in New South Wales: Linguistic and epistemic perspectives, University of New South Wales, Australia.
- Antia, B. & Bassi, M.M (2022) Researching teacher multilingual-talk and student benefits: rethinking knowledge blindness, diglossic cognition and its constructs, International Journal of Bilingual Education and Bilingualism: 1 - 15.
- Antia, B.A. & Kamai, R.A. (2017) Writing biology, assessing biology: The nature and effects of variation in terminology, Terminology. International Journal of Theoretical and Applied Issues in Specialized Communication, 22(2): 201–222.
- Arbaugh, J.B., Fornaciari, C.J., & Hwang, A. (2016) Identifying research topic development in business and management education research using Legitimation Code Theory, Journal of Management Education, 40(6): 654–691.
- Arbee, A. (PhD, 2012) Knowledge and Knowers in the Discipline of Marketing at the University of KwaZulu-Natal, University of KwaZulu-Natal, South Africa.
- Arbee, A., Hugo, W. & Thomson, C. (2014) Epistemological access in Marketing - a demonstration of the use of Legitimation Code Theory in higher education, Journal of Education, 59: 39–63.
- Arbuckle, K. (2020) Between a Formalist Rock and a Contextually Hard Place: The Gaps and Tensions Challenging Visual Arts Curricula in South African Higher Education, Critical Arts, 34 (5): 139–152.
- Argüelles-Álvarez, I. & Morton, T. (2023) Using legitimation code theory to investigate English medium lecturers’ knowledge-building practices. Journal of English for Academic Purposes, 65: 101285. DOI: 10.1016/j.jeap.2023.101285
- Aris, S. (2017) Indian tigers: What high school selection by parents pursuing academic performance reveals about class culture and migration, Journal of Ethnic and Migration Studies, 43(14): 2440-2455.
- Aris, S. (2024) Critical reflection and critical social work: Describing disciplinary values and knowledge, in N. Tilakaratna & E. Szenes (Eds.), Demystifying Critical Reflection: Improving Pedagogy and Practice with Legitimation Code Theory, Routledge, 65-81. DOI: 10.4324/9781003177210-5
- Aris, S. (PhD, 2020) Understanding school choice: what parents prioritise in high schools, PhD thesis, University of Sydney, Australia.
- Arrua, G. L. (Master's, n.d.). Constructing the Scientific Dialogue in Mathematics The Search of an Equilibrium between Words and Symbols in Game Theory Research Articles. Universidad Nacional de Cordoba, Facultad de Lenguas.
- Auret, L. & Wolff, K. (2017) A control systems approach to improving final year engineering students' conceptual and contextual grasp of dynamic systems, Fourth biennial conference of the South African Society for Engineering Education, Cape Town, South Africa, June.
- Awodele, W. A. (Mphil, 2019) The epistemic properties in a typical engineering science course and its relation to student success: a case study, University of Cape Town, South Africa.
- Aworishi Kamai, R. (Phd, 2017) A multi-theoretical analysis of the dynamics and effects of variation in the use of terms in school science textbooks in Nigeria and South Africa, University of Western Cape.
- 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, Australia.
- Bardien, M. (MPhil, 2020) Knowledge in Accounting: Using a threshold concept lens to identify knowledge of financial instruments in an Accounting course, as experienced by students at a South African university, MPhil thesis, University of Cape Town, South Africa.
- Barrett, B. (2024) Basil Bernstein: Code Theory and Beyond, Springer.
- Barrett, B. & McPhail, G. (2021) Conceptualizing a Radical Visible Pedagogy, Journal of Education, 0 (0). DOI: 10.1177/00220574211053576
- Bassi, M. M. (PhD, 2021) Multilingual teacher-talk in secondary school classrooms in Yola, North-East Nigeria: exploring the interface of language and knowledge using Legitimation Code Theory and Terminology Theory. University of the Western Cape.
- Bateman, J. A., Thiele, L. & Akin, H. (2021) “Explanation videos unravelled: Breaking the waves”, Journal of Pragmatics, 175: 112–128
- Bean, J. (2020) Coding Knowledge, Interactions, 27 (1): 24–25. DOI: 10.1145/3371279
- Bean, J. (2022) Cracking the Code: A new perspective on architectural education. ACSA 110th Annual Meeting – EMPOWER (May 18-20, 2022).
- Behardien, I. (MPhil, 2014) ‘Who They Are’ or ‘What and How they Know’: An investigation by a fine art lecturer into the basis of her own legitimacy, School of Education, University of Cape Town, South Africa.
- Behari-Leak, K., McKenna, S., Mkhize, T., Mtombeni, T., Sabata, S., & Haupt, G. (2012) The Role of Knowledge in Social Inclusion, Symposium at HELTASA 2012, Stellenbosch University, South Africa.
- Bennett, S. & Maton, K. (2010) Beyond the 'digital natives' debate: Towards a more nuanced understanding of students' technology experiences, Journal of Computer Assisted Learning, 26(5): 321–331.
- 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 (pp. 169–185). New York: Routledge.
- Bennett, S., Maton, K. & Carrington, L. (2011) Understanding the complexity of technology acceptance by higher education students, in T. Teo (ed) Technology Acceptance in Education: Research and issues (pp. 63–77). Netherlands: Sense.
- Bennett, S., Maton, K. & Kervin, L. (2008) The ‘digital natives’ debate: A critical review of the evidence, British Journal of Educational Technology, 39(5): 775–786.
- Bertram, C. (2022). Reflecting on the nature of Curriculum Inquiry in South Africa 2010–2021. Curriculum Perspectives, 42(1): 71–76.
- Bertram, C. & Rusznyak, L. (2024) Navigating tensions in designing a curriculum that prepares preservice teachers for school-based learning. Education as Change, 28: 23 pages. 10.25159.1947-9417/14677
- Bester, M. (2024). Curriculum Inquiry as a Contextualised Social Practice within an Activity System: Reintegration after Disruption. Progressio 45 (June):23 pages.
- Betzer, C., Larsen, K., Larsen, N.S., Hindhede, A. & Rusznyak, L. (2024) Navigating the real world: The value of supervising honours student nurses during home-based visits. Sygeplejevidenskab.dk – Journal of Nursing Research & Professional Knowledge, 21 pages. DOI: 10.62680/pr0624
- Bharath, P. (2023) Tracing the substantive structure of historical knowledge in South African school textbooks. Yesterday & Today, 30: 36-65. DOI: 10.17159/2223-0386/2023/n30a3
- Bharath, P. (PhD, 2016) An Investigation of Progression in Historical Thinking in South African History Textbooks, School of Education, University of KwaZulu-Natal, South Africa.
- Bié , G., Mortimer, E. F. & Barreto, L. P. (2002) Aplicando a dimensão da especialização (TCL) ao discurso de agricultores durante uma prática agroecológica. Revista do Programa de Pós-Graduação em Educação: Universidede Federal de Mato Grosso do Sul (pp. 116–140). DOI: https://doi.org/10.55028/intermeio.v28i55
- Bieri, A.S. (PhD thesis, 2024) Content and Language Integrated Learning (CLIL) in a Swiss context: the linguistic challenges and implications of teaching biology in English (CLIL) and German (non-CLIL) analyzed through the lens of translanguaging and technicality. University of Basel, Switzerland
- Blackie, M. (2014) Creating semantic waves: Using Legitimation Code Theory as a tool to aid the teaching of chemistry, Chemistry Education Research and Practice, 15: 462–469.
- Blackie, M. (2017) Semantic waves and pedagogic frailty, in I.M. Kinchin, N.E. Winstone (eds) Pedagogic Frailty and Resilience in the University (pp. 49–61), Rotterdam: Sense Publications.
- Blackie, M. A. (2022) Knowledge building in chemistry education, Foundations of Chemistry, 24 (15): 97–111.
- Blackie, M. A. L. (2022). Navigating from science into education research, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 227–240).
- Blackie, M. A. L. & Adendorff, H. (2022) A decolonial science education: How do we move forward? in M. N. Hlatshwayo, H. Adendorff, M. A. L. Blackie, A. Fataar & P. Maluleka (Eds.) Decolonising Knowledge and Knowers, Routledge, 103–120. DOI: 10.4324/9781003106968-7
- Blackie, M. A. L., Adendorff, H. & Mouton, M. (2022) Enacting Legitimation Code Theory in science education, in Blackie, M. A. L., Maton, K. Adendorff, H. & Mouton, M. (eds) Enhancing Science Education. Routledge (pp. 1–18).
- 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.
- Bocheco , O., de Souza Cruz, F. F. & da Silva Livramento Machado, S. (2022) Abordagem Matemática no Ensino de Física e a Teoria Dos Códigos de Legitimação. Revista do Programa de Pós-Graduação em Educação: Universidede Federal de Mato Grosso do Sul (pp. 38 –65). DOI: https://doi.org/10.55028/intermeio.v28i55
- Bocheco , O., de Souza Cruz, F. F. & da Silva Livramento Machado, S. (2022) Densidade semântica de estruturas físico-matemáticas e a abordagem da matemática no ensino de física. Revista de Enseñanza de la Física, 34(extra): 47–54.
- Bocheco, O. (2021, PhD) A abordagem matemática no ensino de física e sua qualificação no viés semântico, Universidade Federal de Santa Catarina.
- Bond, B. (2022). The Positioning and Purpose of EAP across the University Curriculum: Highlighting Language in Curriculum Policies, in Bond, B. & Bruce, I. Contextualizing English for Academic Purposes in Higher Education: Politics, Policies and Practices, 109–128. Bloomsbury Publishing.
- Booi, K. (PhD, 2018) Life Sciences Teacher Educators’ perspectives of the principle of knowledge integration in the Life Sciences teacher education curriculum, Cape Peninsula University of Technology, South Africa.
- Booi, K. & Khuzwayo, M. (2018) Sciences Teacher Education Curriculum Re-alignment: Science education lecturers’ perspectives of knowledge integration at South African universities, Journal of Curriculum and Teaching, 7(1): 52-63.
- Boryczko, M. (2020) Critical thinking in social work education. A case study of knowledge practices in students’ reflective writings using semantic gravity profiling, Social Work Education. DOI: 10.1080/02615479.2020.1836143
- Bosman, J. P. (2021) The Digital Scholar as Integrator: why, how and where to bring your teaching, research and social impact to life, in Van Petegem, W., Bosman, J.P., De Klerk, M. & Strydom, S. (2021) Evolving as a Digital Scholar: Teaching and researching in a digital world, Leuven University Press (pp. 89–113)
- Boughey, C. & McKenna, S. (2021) "Dominant discourses, policy challenges", in Understanding Higher Education: Alternate Perspectives (pp. 23–52). South Africa: African Minds.
- Boughey, C. & McKenna, S. (2021) "Reconceptualising curriculum, structuring access", in Understanding Higher Education: Alternate Perspectives (pp. 82–117). South Africa: African Minds.
- Boughey, C., & McKenna, S. (2021) Understanding higher education: Alternative perspectives. African Minds: South Africa.
- Bovill, C. & Woolmer, C. (2018) How conceptualisations of curriculum in higher education influence student-staff co-creation in and of the curriculum, Higher Education: 1–16. DOI: 10.1007/s10734-018-0349-8
- Bowdler, S., Moroney, T., Meedva, S., & Nielsen, W. (2022) Riding the wave to reduce the theoretical and practical divide, Australian Nursing and Midwifery Journal, 27(6): 38.
- Bowdler, S., Nielsen, W., Meedya, S. & Salamonson, Y. (2023) Applying Legitimation Code Theory to teach breastfeeding in nurse education: A case study. Nurse Education, 72: 103780. DOI: 10.1016/j.nepr.2023.103780
- Bowen, N. E. J. A. & Thomas, N. (2020) Manipulating texture and cohesion in academic writing: A keystroke logging study, Journal of Second Language Writing, 50.
- Bozbiyik, M. & Morton, T. (2023) Transitioning between ‘Outside’ and ‘Inside’ knowledge in an online university EMI chemistry course. Applied Linguistics, 44(2): 265-286. DOI: 10.1093/applin/amac068
- Brante, E.W. & Wallden, R. (2023). Internet? That's an app you can download: First-graders use linguistic resources to describe internet and digital information. Education Inquiry, 14(1): 1 - 21.
- Bratland, E. (2017) Looking back and forward: From the net generation to knowledge in Education, Cognitive Science - New Media - Education, 1: 47–63.
- Bratland, E. (2017) Looking back and forward: From the Net Generation to knowledge in education. Cognitive Science - New Media - Education, 1: 47 - 63.
- Bratland, E. (2017) Professional knowledge in education: What kind of organizational principles are behind the knowledge practices, and what are the conditions for developing this knowledge?, Problemy Profesjologii, 2: 167–176.
- Bratland, E. (2019) Neoliberal reforms, knowledge and the sociology of education: What concept of knowledge is behind neoliberal education reforms, and what are the organizational principles underlying this type of knowledge?, Edukacja Humanistyczna, 41 (2): 151–168.
- Bratland, E. (2020) Professional knowledge in education: What kind of organizational principle are behind the knowledge practices, and what are the conditions for developing this knowledge?, Polskie Towarzystwo Profesjologiczne, 2: 167–176.
- Bratland, E. & El Ghami, M. (2022) Epistemic and nonepistemic design in textbooks in Social Studies for lower secondary school: Do the textbooks facilitate knowledge building and in-depth learning? Hindawi Education Research International, 2022: 1692452. DOI: 10.1155/2022/1692452
- Bratland, E. & El Ghami, M. (2022). Technology and knowledge: In what way are knowledge and teachers’ knowledge practices in subject areas crucial for the integration of technology in education? Nordic Journal of Digital Literacy, 17(3):155–169. DOI: 10.18261/njdl.17.3.2
- Bratland, E. & el Ghami, M. (2024) Radical visible pedagogy and cumulative knowledge-building in education. International Educational Research, 7(2): 10 pages. DOI: 10.30560/ier.v7n2p1
- Bratland, E., & El Ghami, M. (2021) The Icarus Effect Rephrased: Range of Semantic Gravity and Forms of Knowledge in New Norwegian Teacher Education, Education Research International.
- Bratland, E., & El Ghami, M. (2021) The Janus Face of Professional Knowledge: What Organizational Principles Are behind the Students’ Perceptions of Professional Knowledge in New Norwegian Teacher Education?, Education Research International, 2021.
- Bratland, E., El Ghami, M. & Media, M. (2022). Technology and knowledge: In what way are knowledge and teachers knowledge practices in subject areas crucial for the integration of technology. Nordic Journal of Digital Literacy, 17(3): 155 - 169.
- Braz de Carvalho, M. & Galian, C. V. A. (2021) The National Common Core Curriculum in Brazil: the power of knowledge linked to music, International Studies in Sociology of Education: 1–23. DOI: 10.1080/09620214.2021.1953396
- Brisk, M. E. & Scheleppegrell, M. J. (eds) (2021) Language in Action: SFL Theory across Contexts, US: Equinox.
- Brooke, M. (2017) Using 'semantic waves' to guide students through the research process: From adopting a stance to sound cohesive academic writing, Asian Journal of the Scholarship of Teaching and Learning, 7(1): 37–66.
- Brooke, M. (2019) Guiding teacher talk in the Content and Language Integrated Learning classroom using Semantics from Legitimation Code Theory, Teaching in Higher Education. DOI: 10.1080/13562517.2019.1598968
- Brooke, M. (2019) Using semantic gravity profiling to develop critical reflection, Reflective Practice, 20 (6): 808–821.
- Brooke, M. (2020) ‘Feminist’ in the sociology of sport: An analysis using Legitimation Code Theory and corpus linguistics, Ampersand, 7.
- Brooke, M. (2020) Applying semantic gravity wave profiles to develop undergraduate students’ academic literacy, Australian Review of Applied Linguistics. DOI: 10.1075/aral.19012.bro
- Brooke, M. (2024) Football yadayada: Learning how to critically reflect about sport as a social field, in N. Tilakaratna & E. Szenes (Eds.), Demystifying Critical Reflection: Improving Pedagogy and Practice with Legitimation Code Theory, Routledge, 207-227. DOI: 10.4324/9781003177210-14
- Brown, N. C. C., Hermans, F. & Margulieux, L. E. (2023) Ten things software developers should learn about learning.
- Burghoorn, G. (Bachelors, 2021) Exploration of the ChipWhisperer Lite ARM board for education on Side-Channel Power Analysis, Universiteit Leiden.
- Burnheim, C. (2007) External engagement and institutional autonomy in higher education, Australian Association for Research in Education Annual Conference, Fremantle, November.
- Burnheim, C. (PhD, 2010) Field and Capital in Universities’ External Relations, Faculty of Education, University of Melbourne, Australia.
- Buxton, C., Harman, R., Cardozo-Gaibisso, L., Jiang, L., Bui, K. & Allexsaht-Snider, M. (2019) Understanding Science and Language Connections: New Approaches to Assessment with Bilingual Learners, Research in Science Education, DOI: https://doi.org/10.1007/s11165-019-9846-8
- Byers, S. (PhD, 2018) An LCT Examination of Comprehension and Pedagogy in Middle Years English and Science, University of Wollongong, Australia.
- Cao, F. & Hu, G. (2014) Interactive metadiscourse in research articles: A comparative study of paradigmatic and disciplinary influences, Journal of Pragmatics, 66: 15–31.
- Caroll, C. & Harris, J. (2023) ‘Because I’m not musical’: A critical case study of music education training for pre-service generalist primary teachers in Australia. British Journal of Music Education, 40: 271-286. DOI: 10.1017/S0265051722000274
- Carroll, C. (2019) ‘Illiterate’ musicians: an historic review of curriculum and practice for student popular musicians in Australian senior secondary classrooms, British Journal of Music Education: 1–17. DOI: https://doi.org/10.1017/S0265051719000196
Popular Articles
- Curzon, P., Waite, J., Maton, K. & Donohue, J. (2020) Using semantic waves to analyse the effectiveness of unplugged computing activities, WiPSCE – The 15th Workshop in Primary and Secondary Computing Education, Online Conference, Oct.
- Walldén, R., & Larsson, P. N. (2021) “Can you take a wild guess?” Using images and expanding knowledge through interaction in the teaching and learning of history, Linguistics and Education, 65: 100960.
- Van Krieken, R., Habibis, B., Smith, P., Hutchins, B., Martin, G.. & Maton, K. (2017) Sociology: Themes and perspectives. Sixth Edition. Sydney: Pearson.
- Maton, K. & Chen, R. T-H. (2020) Specialization codes: Knowledge, knowers and student success, in Martin, J. R., Maton, K. & Doran, Y. J. (eds) Accessing Academic Discourse: Systemic functional linguistics and Legitimation Code Theory, London, Routledge, 35–58.
- Maton, K. (2014) Knowledge and Knowers: Towards a realist sociology of education. London: Routledge
Newest Articles
- Pereira, M & Barbosa, A. (2024) Um currículo para o cultivo do músico popular profissional: uma análise da proposta da Bituca – Universidade de Música Popular. Orfeu. (9) 1-33. DOI: 10.5965/2525530409012024e0202.
- Hakansson, C. (Thesis, 2024). Knowledge of language and language of knowledge. Disciplinary literacy in national tests, teaching, and students’ texts in Swedish as a second language and physics. Gothenburg University, Sweden.
- Curzon, P., Waite, J., Maton, K. (2024) Teaching CS with and through other forms of knowledge. In The 19th WiPSCE Conference on Primary and Secondary Computing Education Research (WiPSCE ’24), September 16–18, 2024, Munich, Germany. DOI: 10.1145/3677619.3678104
- Bester, M. (2024). Curriculum Inquiry as a Contextualised Social Practice within an Activity System: Reintegration after Disruption. Progressio 45 (June):23 pages.
- Moraga-Toledo, S. & Blanch, M. (2024). Análisis semántico y cognitivo de secuencias didácticas para la modelización. Enseñanza de las Ciencias. Revista de investigación y experiencias didácticas. 42(2). 5-24. DOI: 10.5565/rev/ensciencias.5915.
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- Anson, D. (2017) Examining the examiners: The state of senior secondary English examinations in Australia, Australian Journal of Language and Literacy, 40(2): 135–145.
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- Giloi, S. & Belluigi, D.Z. (2017) Underlying knowledge-knower structures in graphic design: Contributing to establishing a cohesive language for use in graphic design education, Art, Design & Communication in Higher Education, 16(1): 7–22.
- Shay, S. (2016) Curricula at the boundaries, Higher Education, 71(6): 767–79.
- Wolff, K. (2017) Engineering problem-solving knowledge: The impact of context, Journal of Education and Work, 30(8): 840–853.