LCT Publications – Page 6 – Legitimation Code Theory

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.

Mouton, M. (2019) A case for project based learning to enact semantic waves: towards cumulative knowledge building, Journal of Biological Education, DOI: 10.1080/00219266.2019.1585379

Mouton, M. & Archer, E. (2019) Legitimation code theory to facilitate transition from high school to first-year biology, Journal of Biological Education, 53(1): 2–20.

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

Kinchin, I. M. (2019) Accessing Expert Understanding: The Value of Visualising Knowledge Structures in Professional Education, in Trimmer K., Newman T., Padró F. (eds) Ensuring Quality in Professional Education Volume II (pp. 71–89). Palgrave Macmillan, Cham.

James, B. (2018) Closing the gap between text and context in academic writing research—An “impossible” task?, Journal of English for Academic Purposes, 36: 99–107.

Hu, G. & Liu, Y. (2018) Three minute thesis presentations as an academic genre: A cross-disciplinary study of genre moves, Journal of English for Academic Purposes, 35: 16–30.

Oteiza, T., Henriquez, R. & Canelo, V. (2018) Language resources to negotiate historical thinking in history classroom interactions, Linguistics and Education, 47: 1–15.

Hao, J. & Hood, S. (2019) Valuing science: The role of language and body language in a health science lecture, Journal of Pragmatics, 139: 200–215.

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.

Cheung, L. M. E. (Phd, 2018) Development of Evaluative Stance and Voice in Postgraduate Academic Writing, Hong Kong Polytechnic University-University of Technology Sydney Joint Doctorate Programme.

Strydom, S. (Phd, 2018) Institutional and agentic interplay in technology-enhanced higher education curriculum development: A critical realist perspective, Stellenbosch University.

Collett, K. S., Von der Heyden, B., Pott, R. W. M. & Stander, J. (2018) A collaborative auto-ethnographic exploration of socially just practices by new academics in two South African higher education institutions, South African Journal of Higher Education, 32(6): 582‒603

Clarence, S. (2018) Understanding the student experience through the lens of academic staff development practice and research, in Ashwin, P. & Case, J. Higher Education Pathways: South African Undergraduate Education and the Public Good (pp. 204–215). Bloemfontein: African Minds.

Winberg, C., Wright, J., Wolff, K. E., Pallitt, N., Bozalek, V. G. and Conana, H. (2018) Critical interdisciplinary dialogues: Towards a pedagogy of well-being in STEM disciplines and fields, South African Journal of Higher Education, 32(6): 270–287.

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Nygard Larsson, P. (2018) “We’re talking about mobility:” Discourse strategies for promoting disciplinary knowledge and language in educational contexts, Linguistics and Education, 48: 61–75.

Moyano, E. I. (2019) Knowledge construction in discussions of research articles in two disciplines in Spanish: The role of resources of appraisal, Journal of Pragmatics, 139: 231–246.

Kavish, J. & Carver, P. (2018) A legitimation code theory perspective on work-integrated learning in South African school physical science curriculum policy, Refereed Proceedings of the 3rd International Research Symposium on Cooperative and Work-Integrated Education, 23rd–27th of June, 2018, Stuttgart, Baden-Wurttemberg, Germany

Hu, G. (2018) Disciplinary knowledge making and academic discourse, in Y., Leung, J., Katchen, S., Hwang, & Y., Chen (eds.), Reconceptualizing English language teaching and learning in the 21st century (pp. 553–573). Taipei: Crane Publishing.

Steffensen, T. & Hull Havgaard, M. (2018) Knowledge and behaviour management in the multi-ethnic classroom: An ethnographic study of teachers’ classroommanagement strategies and minority pupils’ participation in different school subjects, Ethnography and Education, DOI: 10.1080/17457823.2018.1519401

Pountney, R. (PhD, 2014). Trials and tribunals: Consensus seeking in course design approval in Higher Education, Sheffield Hallam University, UK.

Grenfell, M., Hood, S., Barrett, B. & Schubert, D. (2017) Towards a Realist Sociology of Education: A polyphonic review essay, Educational Theory, 67(2): 193–208.

Wolff, K. (2018) Researching the engineering theory-practice divide in industrial problem solving, European Journal of Engineering Education, DOI: 10.1080/03043797.2018.1516738

Monbec, L. (2018) Designing an EAP curriculum for transfer: A focus on knowledge, Journal of Academic Language & Learning, 12(2): 88–101.

Aldred, E. M. (PhD, 2018) The landscape of EdD programmes in England. School of Education, University of Nottingham, England.

PhD thesis available here.

Hipkiss, A.M. & Andersson, P. (2018) Spotlighting pedagogic metalanguage in Reading to Learn – How teachers build legitimate knowledge during tutorial sessions, Linguistics and Education, 47: 93–104.

Ruszynak, L. (2018) What messages about teacher professionalism are transmitted through South African pre-service teacher education programmes?, South African Journal of Education, 38 (3), 1–11.

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.

Kamai, R. (PhD, 2018) 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 the Western Cape, South Africa.

Vahed, A., McKenna, S. & Singh, S. (2016) Linking the ‘know-that’ and ‘know-how’ knowledge through games: a quest to evolve the future for science and engineering education, Higher Education, 71(6): 781–790.

Hay, C. (2016) Knowledge and Knowers, in Knowledge, Creativity and Failure. Creativity, Education and the Arts (pp. 17–46). Cham: Palgrave Macmillan.

Singh, V. & Gero, J. (2015) How Different Models of Value Change Affect Emergent Patterns in Design Practice: Agent based simulations, in Chakrabarti, A. (ed) ICoRD’15 – Research into Design Across Boundaries Volume 1, Smart Innovation, Systems and Technologies, 34 (pp. 15–25). New Delhi: Springer.

Zappavigna, M. & Martin, J. (2018) Performing Identity: A Topological Perspective, in Discourse and Diversionary Justice (pp. 245–268). Cham: Palgrave Macmillan.

Zappavigna, M. & Martin, J. (2018) Performing Identity: A Topological Perspective, in Discourse and Diversionary Justice (pp. 245–268). Cham: Palgrave Macmillan.

Clark, U. (2019) Language, Literacy and Pedagogy, in Developing Language and Literacy in English across the Secondary School Curriculum. Cham: Palgrave Macmillan.

See chapter here.

de Bie, G. (PhD, 2018) 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.

de Bie, G. (PhD, 2018) 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.

Giqwa, N. (PhD, 2018) An Investigation of Knowledge and its Circulation amongst Workers in Waste Management Workplaces: Expanded Public Works Programme (EPWP) case studies, Rhodes University, South Africa.

Giqwa, N. (PhD, 2018) An Investigation of Knowledge and its Circulation amongst Workers in Waste Management Workplaces: Expanded Public Works Programme (EPWP) case studies, Rhodes University, South Africa.

Mtombeni, T. (PhD, 2018) 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.

Mtombeni, T. (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.

Ho, W.S.C. (PhD, 2017) Teaching academics’ perceptions of ‘Asia Literacy’ and its integration into undergraduate curricula: A case study in to three Australian universities, University of Melbourne, Australia.

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.

Simpson-Smith, C. (2018, MA) Is it feasible? A comparison of industry and student engineering texts, Monash University, Australia.

Kajee, F.A. (PhD, 2018) Knowledge and Knowers in Educational leadership and Management (ELM) Master’s programmes in South Africa, Rhodes University, South Africa.

Winberg, C., Bester, M., Scholtz, D., Monnapula-Mapesela, M., Ronald, N., Snyman, J., Staak, A., Sabata,S., Sebolao, R., Makua, M. & Machika, P. (2018) In search of graduate attributes: A survey of six flagship programs, South African Journal of Higher Education, 32(1): 233-251.

Luckett, K. (2018) Gazes in the post-colony: an analysis of African philosophies using Legitimation Code Theory, Teaching in Higher Education: 1–15.

Lilliedahl, J. (2018) Building knowledge through arts integration, Pedagogies: An International Journal, 13(2): 133-145.

Karlsson, A. Larsson, P. & Jakobsson, A. (2018) Multilingual students’ use of translanguaging in science classrooms, International Journal of Science Education, DOI: 10.1080/09500693.2018.1477261

Johnson, M. (2018) Success in information technology – what do student nurses think it takes? A quantitative study based on Legitimation Code Theory, Research in Learning Technology, 26: 2049.

Kinchin, I. (2018) Implications for student feedback: Changing the game, in Kinchin, I. (ed) Visualising powerful knowledge to develop the expert student (pp. 103–115). Rotterdam: SensePublishers.

Georgiou, H. & Crook, S. (2018) Watching the pendulum swing: Changes in the NSW physics curriculum and consequences for the discipline, Science Education News, 67(1): 20–24.

Ellery, K. (2018) Legitimation of knowers for access in Science, Journal of Education, 71: 24–38. DOI: http://dx.doi.org/10.17159/2520-9868/i71a02

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.

Carver, M. (2017) Knowledge transfer: Indigenous African Music in the South African music curriculum, African Music: Journal of the International Library of African Music, 10(3): 119-141.

Maton, K. Kirk, S. & Martin, J. (n.d.) Prison Stories

Wolff, Karin (2017) A new hope: The impact of Legitimation Code Theory in South African education

Wright, H.K. & Maton, K. (2004) Cultural studies and education: From Birmingham origin to glocal presence, Review of Education, Pedagogy & Cultural Studies, 26 (2–3): 73–90.

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.

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

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

Christie, F. & Maton, K. (eds) (2011) Disciplinarity: Functional linguistic and sociological perspectives. London: Continuum.

See full book here.

Hollis-Turner, S. (2017) Attributes for the field of practice of the administrator and office manager, Journal of Education, 70: 88–107.

Locke, P. & Maton, K. (2019) Serving two masters: How vocational educators experience marketization reforms, Journal of Vocational Education & Training, 71(1): 1–20.

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

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.

2016KB-chapter-1Download

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.

2016KB-chapter-2Download

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.

2016KB-chapter-3Download

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.

2016KB-chapter-4Download

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.

2016KB-chapter-5Download

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.

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Maton, K. (2012) Habitus, in Grenfell, M. (ed.) Pierre Bourdieu: Key concepts, revised edition (pp. 48–64). London: Acumen.

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

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

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 (pp. 23–38). London: Routledge.

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 (pp. 179–194). Manchester: Manchester University Press.

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 (pp. 126–139). Abingdon: Routledge.

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 (pp. 35–59). London: Continuum.

Maton, K. (2010) Canons and progress 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 (pp. 154–178). London: Continuum.

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 (pp. 1–13). London: Continuum.

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 (pp. 177–196). New York: Peter Lang.

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.

See Chapter 6 of Knowledge and Knowers for a much revised version.

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.

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.

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.

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 (pp. 151–168). Rennes: University of Rennes Press.

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

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 (pp. 237–258). London: Continuum.

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 (pp. 87–108). London: Continuum.

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 (pp. 14–33). London: Continuum.

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 (pp. 44–59). London:Routledge.

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 (pp. (218–231). London: Routledge.

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. [Portuguese language]

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 (pp. 31–53). Amsterdam: Rodopi.

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 (pp. 153–182). New York: Peter Lang.

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.

See Chapter 2 of Knowledge and Knowers.

Maton, K. (2000) Recovering pedagogic discourse: A Bernsteinian approach to the sociology of educational knowledge, Linguistics & Education, 11(1): 79–98. See Chapter 2 of Knowledge and Knowers.

See Chapter 2 of Knowledge and Knowers.