Clegg, S. (2015) Adventures in meaning-making: Teaching in Higher Education 2005-2013, Teaching in Higher Education 20(4): 373–387.
Cheung, L. M. E. (2015) Legitimising the knower’s multiple voices in Applied Linguistics postgraduate written discourse, TESOL International Journal, 10(1): 62–76.
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.
Tang, B. (2015) Disciplinary variation in the discourse functions of 1st person plural women in research articles, Foreign Language Education & Research, 4: 1–7. [Chinese language]
Tang, B. (2015) On the complementarity between the theory of individuation and the principle of “Specialization”: A study based on the formation of coding orientations, Foreign Language Education, 36(6): 19–23. [Chinese language]
Shay, S. (2015) Curriculum reform in higher education: A contested space, Teaching in Higher Education, 20(4): 431–441.
Zappavigna, M. & Martin, J.R. (2014) Mater Dolorosa: Negotiating support in NSW Youth justice Conferencing, International Journal for the Semiotics of Law, 27: 263–275.
Wolff, K. & Hoffman, F. (2014) Knowledge and knowers in engineering assessment, Critical Studies in Teaching and Learning, 2(1): 74–95.
Winberg, C., Rip, A. & Winberg, C. (2014) The ethics of curriculum development: Engineers and technicians in a context of development, 2014 IEEE International Symposium on Ethics in Science, Technology and Engineering, Chicago: IEEE.
Vahed, A., Singh, S. & McKenna, S. (2014) Examining the quality of pedagogy through a tooth morphology board game, European Conference on Games Based Learning 2 (pp. 576–585). Reading: Academic Conferences International Limited.
Toll, M. (2014) Discerning knowers: Exploring university students’ perceptions of knowledge claims, The Australian Sociological Association Conference Proceedings, University of South Australia, Adelaide, November.
Thomson, E. (2014) Special Report: Towards inclusion: Language use in the Department of Defence, Canberra: Australian Strategic Policy Institute.
Thomson, E. (2014) Battling with Words: A study of language, diversity and social inclusion in the Australian Department of Defence, Canberra: Australian Government, Department of Defence.
Schudel, I. (2014) Exploring a knowledge-focused trajectory for researching environmental learning in the South African curriculum, Southern African Journal of Environmental Education, 30: 96–117.
Loads, D. (2014) Re-imagining academic staff development: Spaces for disruption, International Journal for Academic Development, 19(1): 70–72.
Quinn, L. & Vorster, J. (2014) Isn’t it time to start thinking about ‘developing’ academic developers in a more systematic way?, International Journal for Academic Development, 19(3): 255–258.
McKenna, S. (2014) Higher education studies as a field of research, The Independent Journal of Teaching and Learning, 9: 6–44.
Martin, J. R. & Matruglio, E. (2014) Retorno al modo: in/dependencia contextual en el discurso de las clases de historia antigua, Onomázein, 29: 186–213.
Clarence, S. (2014) Surfing the waves of learning? Exploring the possibility of enabling greater cumulative knowledge building through pedagogy using Semantics, Higher Education Close-Up 7, Lancaster, July.
Chahal, D. (2014) Research article introductions in cultural studies: A genre analysis exploration of rhetorical structure, The Journal of Teaching English for Specific and Academic Purposes, 2(1): 1–20.
Cao, F. & Hu, G. (2014) Interactive metadiscourse in research articles: A comparative study of paradigmatic and disciplinary influences, Journal of Pragmatics, 66: 15–31.
Tang, B. (2014) On the cooperation between Maton’s Legitimation Code Theory and systemic functional linguistics, Modern Foreign Languages, 37(1): 52–61. [Chinese language]
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.
Tang, B. (2014) An interpretation of the translator’s subjectivity from the perspective of Knowledge Structure Theory, Foreign Languages and Translation, 21(3): 8–14. [Chinese language]
Tang, B. (2013) On the relationship between knowledge structures and nominalization, Foreign Language and Literature, 29(4): 86–90. [Chinese language]
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.
Wolff, K. (2013) ‘Reservoirs’ and ‘repertoires’: Epistemological and discursive complexities in multidisciplinary engineering practice, Journal of Academic Writing, 3(1): 84–94.
Whitcombe, S.W. (2013) Problem-based learning students’ perceptions of knowledge and professional identity: Occupational therapists as ‘knowers’, British Journal of Occupational Therapy, 76(1): 37–42.
Vitale, P. (2013) Seeing beyond the local context: The understandings of slavery and the slave trade of students in Reunion Island schools, International Studies in Sociology of Education, 23(4): 338–357.
Szenes, E. & Tilakaratna, N. (2013) Critical thinking and employment readiness: The role of semantic waves in preparing students for life after university, 11th Biennial Conference of the Association for Academic Language and Learning, RMIT University, Melbourne, November.
Singh, V. & Gero, J.S. (2013) Developing a multi-agent model to study the social formation of design practice. In Chakrabarti, A. & Prakash, R.V. (Eds.), ICoRD’13 Global Product Development (pp. 631–641). Berlin: Springer.
Shay, S. (2013) Conceptualizing curriculum differentiation in higher education: A sociology of knowledge point of view, British Journal of Sociology of Education, 34(4): 563–82.
Martin, J.R. & Maton, K. (2013) Cumulative knowledge-building in secondary schooling: Guest editors’ preface, Linguistics and Education, 24(1): 1–3.
Martin, J. R. & Matruglio, E. (2013) Revisiting mode: Context in/dependency in Ancient History classroom discourse. In H. Guowen, Y. Zhu, Z. Delu & Y. Xinzhang (eds), Studies in Functional Linguistics and Discourse Analysis (pp. 72–95). Beijing, China: Higher Education Press.
Martin, J.R., Zappavigna, M., Cleirigh, C. & Dwyer, P. (2013) Users in uses of language: Embodied identity in Youth Justice Conferencing, Text and Talk, 33(4–5): 467–496.
Martin, J.R. (2013) Embedded literacy: Knowledge as meaning, Linguistics and Education, 24(1): 23–37.
Luckett, K. & Hunma, A. (2014) Making gazes explicit: facilitating epistemic access in the Humanities, Higher Education, 67(2): 183–198.
Larsen, V. (2013) Faglighed og Problembaseret Læring: Vidensstrukturer i professionsuddannelser, Institut for Planlægning [Disciplinarity and Inter-disciplinarity in Problem Based Learning – Knowledge Structures in Professional Education], Aalborg Universitet.
Larsen, V. (2013) Transversal knowledge formations in Professional Bachelor Education employing Problem Based Learning (PBL), Journal of Problem Based Learning in Higher Education, 1(1): 53–71.
Evans, J. (2014) Ideational border crossings: Rethinking the politics of knowledge within and across disciplines, Discourse: Studies in the cultural politics of education, 35(1): 45–60.
López-Bonilla, G. (2013) Prácticas disciplinares, Prácticas escolares: Qué son las disciplinas académicas y cómo se relacionan con la educación formal en las ciencias y en las humanidades, Revista Mexicana de Investigación Educativa, 18(57): 383–412.
Wolff, K. & Luckett, K. (2013) Integrating multidiscipinary engineering knowledge, Teaching in Higher Education, 18(1): 78–92.
Siebörger, I. (2012) The battle of the black box: Axiological condensation’s role in building procedural knowledge in the South African parliament, 39th International Systemic Functional Congress, UTS, Sydney, July,
Meidell Sigsgaard, A-V. (2012) Who has the knowledge if not the primary knower? Using exchange structure analysis to cast light on particular pedagogic practices in teaching Danish as a Second Language and History, in Knox, J. (ed) To Boldly Proceed: Papers from the 39th International Systemic Functional Congress, Sydney: ISFC.
Shay, S. (2012) Contesting Purposes for Higher Education: A curriculum point of view, Society for Research into Higher Education Annual Conference, Newport, December.
Vorster, J. & Quinn, L. (2012) Privileging knowledge, creating knowers: An analysis of a formal programme for university lecturers. In L. Quinn (Ed.), Re-imagining Academic Staff Development: Spaces for disruption (pp. 71–87). Stellenbosch: Sun Medi.
Vorster, J. & Quinn, L. (2012) Theorizing the pedagogy of a formal programme for university lecturers. In L.Quinn (Ed.), Re-imagining Academic Staff Development: Spaces for disruption (pp. 51–69). Stellenbosch: Sun Media.
Luckett, K. (2012) Disciplinarity in question: Comparing knowledge and knower codes in sociology, Research Papers in Education, 27(1): 19–40.
Kilpert, L. & Shay, S. (2013) Kindling fires: Examining the potential for cumulative learning in a Journalism curriculum, Teaching in Higher Education, 18(1): 40–52.
Martin, J.L. (2012) Instantiation, realisation and multimodal musical semantic waves. In Knox, J. (Ed.), To Boldly Proceed: Papers from the 39th International Systemic Functional Congress, Sydney: ISFC.
Martin, J.L. (2012) The Jazz is strong in this one: Presentation and positioning of knowers in performance student texts. In Knox, J. (ed), To Boldly Proceed: Papers from the 39th International Systemic Functional Congress, Sydney: ISFC.
Humphrey, S. & Robinson, S. (2012) Resourcing teachers to tide the semantic wave to whole school literacy development, Australian Association for Research in Education Annual Conference, University of Sydney, December.
Hood, S. (2010) Language and legitimation: Disciplinary differences in constructing space for new knowledge, The Halliday Centre for Intelligent Applications of Language Studies Pearling Appliable Linguistics Seminar Series, City University of Hong Kong, Oct.
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.
Hay, C. (2012) ‘What is to count as knowledge’: The evolving directing programme at the National Institute of Dramatic Art, Australasian Drama Studies 60 (April): 194–207.
Coffin, C. & Donohue, J.P. (2012) Academic literacies and systemic functional linguistics: How do they relate?, Journal of English for Academic Purposes, 11: 64–75.
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.
Winter, I. (2012) Knowledge and skill building in inquiry-based instruction, part of panel on ‘Authentic and explicit research culture: Students’ induction into research’, Partnerships: 7th ERGA Conference, University of Adelaide, September.
Shay, S. (2011) Curriculum formation: A case study from History, Studies in Higher Education, 36(3): 315–329.
Martin, J. R. (2011) Bridging troubled waters: Interdisciplinarity and what makes it stick. In Christie, F. & Maton, K. (eds), Disciplinarity: Functional linguistic and sociological perspectives (pp. 35–61). London: Continuum.
Yi, L. (2011) Bernsteinian perspectives on the Reading to Learn program, Annual Review of Functional Linguistics in China, 3: 109–123.
Kilpert, L. (2011) Lighting fires from fires: A description of the research entitled ‘Kindling fires’, The Journal of Independent Teaching and Learning, 6: 14–24.
Macken-Horarik, M. (2011) Building a knowledge structure for English: Reflections on the challenges of coherence, cumulative learning, portability and face validity, The Australian Journal of Education, 55(3): 197–213.
Hood, S. (2011) Keynote: Travelling into interdisciplinary space: Making sense of worlds of difference, International Systemic Functional Congress, Lisbon, July. (Slides available)
Hood, S. (2011) Writing discipline: Comparing inscriptions of knowledge and knowers in academic writing. In Christie, F. & Maton, K. (eds), Disciplinarity: Functional linguistic and sociological perspectives (pp. 106–128). London: Continuum.
Firth, R. (2011) Making geography visible as an object of study in the secondary school curriculum, The Curriculum Journal, 22(3): 289–316.
Shalem, Y. & Slonimsky, L. (2010) Seeing epistemic order: Construction and transmission of evaluative criteria, British Journal of Sociology of Education, 31(6): 755–778.
Poulet, C. (2010) Recognising and revealing knowers: An enhanced Bernsteinian analysis of masonic recruitment and apprenticeship, British Journal of Sociology of Education, 31(6): 793–812.
McNamara, M.S. (2010) What lies beneath? The underlying principles structuring the field of academic nursing in Ireland, Journal of Professional Nursing, 26(6): 377–384.
McNamara, M.S. (2010) Lost in Transition? : A Discursive Analysis of Academic Nursing in Ireland, Nursing Science Quarterly, 23(3): 249–256.
McNamara, M.S. (2010) Where is nursing in academic nursing? disciplinary discourses, identities and clinical practice: a critical perspective from Ireland, Journal of Clinical Nursing, 19: 766–774.
Luckett, K. (2010) Knowledge claims and code of legitimation: Implications for curriculum recontextualisation in South African higher education, Africanus, 40(1): 4-18.
Lamont, A. & Maton, K. (2010) Unpopular music: Beliefs and behaviours towards music in education. In Wright, R. (ed), Sociology and Music Education (pp. 63–80). London: Ashgate.
Hlengwa, A. (2010) Infusing service-learning in curricula: A theoretical exploration of infusion possibilities, Journal of Education, 48: 155–168.
Doherty, C. (2010) Doing business: Knowledges in the internationalised business lecture, Higher Education Research & Development, 29(3): 245–258.
Stavrou, S. (2009) Negotiating curriculum change in the French university: The case of ‘regionalising’ social scientific knowledge, International Studies in Sociology of Education, 19(1): 19–36.
McNamara, M.S.(2009). Academic leadership in nursing: Legitimating the discipline in contested spaces, Journal of Nursing Management, 17(4): 484-493.
McNamara, M.S. (2009) Nursing academics’ languages of legitimation: A discourse analysis, International Journal of Nursing Studies, 46: 1566–1579.
Luckett, K. (2009) The relationship between knowledge structure and curriculum: A case study in sociology, Studies in Higher Education, 34(4): 441–453.
Kelly, B.L. (2009) Conflict and collaboration: A sociology of knowledge production in the field of Indigenous Studies, Australian Social Policy Conference, Social Policy Research Centre, UNSW, July.
Thornton, S. (2008) Speaking with different voices: Knowledge legitimation codes of mathematicians and mathematics educators, in: Goos, M., Brown, R., & Makar, K. (eds), Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia. MERGA.
Shay, S. (2008) Beyond social constructivist perspectives on assessment: The centring of knowledge, Teaching in Higher Education, 13(5): 595–605.
Doherty, C. (2008) Student subsidy of the internationalized curriculum: Knowing, voicing and producing the Other, Pedagogy, Culture and Society, 16(3): 269–288.
Gale, T. & Wright, J. (2007) Utility as a first principle for educational research: Reworking autonomy in Australian higher education, ACCESS: Critical Perspectives on communication, cultural and policy studies, 27(1/2): 115–129.
Hood, S. (2007) Arguing in and across disciplinary boundaries: Legitimising stategies in applied linguistics and cultural studies, in McCabe, A., O’Donnell, M., & Whittaker, R. (eds), Advances in Language and Education (pp. 185–194). London: Continuum.
Burnheim, C. (2007) External engagement and institutional autonomy in higher education, Australian Association for Research in Education Annual Conference, Fremantle, November.
Kirk, S. (2017) Waves of reflection: Seeing knowledge(s) in academic writing, in Kemp, J. (ed), EAP in a rapidly changing landscape: issues, challenges and solutions. Proceedings of the 2015 BALEAP Conference. Reading: Garnet.
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. & Doran, Y.J. (2017) Condensation: A translation device for revealing complexity of knowledge practices in discourse, part 2 – clausing and sequencing, Onomázein, March: 77–110.
Maton, K. & Doran, Y.J. (2017) Semantic density: A translation device for revealing complexity of knowledge practices in discourse, part 1 – wording, Onomázein, March: 46–76.
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. (2017) Systemic functional linguistics and Legitimation Code Theory on education: Rethinking field and knowledge structure, Onomázein, March: 12–45.
Jackson, F. (2016) Unraveling high school English literature pedagogic practices: A Legitimation Code Theory analysis, Language and Education, 30(6): 536–553.
Maton, K. (2014) Knowledge and Knowers: Towards a realist sociology of education. London: Routledge 2014-K-and-KDownload
Maton, K., Hood, S. & Shay, S. (eds) (2016) Knowledge-building: Educational studies in Legitimation Code Theory. London: Routledge.
Maton, K. (2013) Making semantic waves: A key to cumulative knowledge-building, Linguistics and Education, 24(1): 8–22.