Maton, K. (2018) Thinking like Bourdieu: Completing the mental revolution with Legitimation Code Theory. In Albright, J., Hartman, D. & Widin, J. (eds), Bourdieu’s Field Theory and the Social Sciences. Singapore: Palgrave Macmillan.
Winberg, C. (2012) ‘We’re engaged’: Mechanical engineering and the community. In Trowler, P., Saunders, M. & Bamber, V. (eds), Tribes and Territories in the 21st Century: Rethinking the significance of disciplines in higher education (pp. 142–155). London: Routledge.
Gibbons, J. (2017) Exploring conceptual legal knowledge building in law students’ reflective reports using theoretical constructs from sociology of education: what, how and why?, The Law Teacher, 52(1): 38–52.
Clarence, S. (2015) Exploring the nature of disciplinary teaching and learning using Legitimation Code Theory Semantics, Teaching in Higher Education, 21(2): 123–137.
Chen, R. T-H. (2015) L2 Blogging: Who thrives and who does not?, Language Learning & Technology, 19(2): 177–196.
Wolff, K. (2017) Engineering problem-solving knowledge: The impact of context, Journal of Education and Work, 30(8): 840–853.
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.
Ellery, K. (2017) A code theory perspective on science access: Clashes and conflicts, South African Journal of Higher Education, 31(3): 82–98.
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.