Zhao, Q. (PhD, 2012) Knowledge Building in Physics Textbooks in Primary and Secondary Schools, Xiamen University, China.
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.
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.
Millar, V. (PhD, 2012) The Structuring of Knowledge for Interdisciplinary Teaching in Higher Education, University of Melbourne, Australia.
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.
Arbee, A. (PhD, 2012) Knowledge and Knowers in the Discipline of Marketing at the University of KwaZulu-Natal, University of KwaZulu-Natal, South Africa.
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.
Steyn, D. (Mphil, 2012) Conceptualizing Design Knowledge and its Recontextualization in the Studio Work Component of a Design Found Curriculum, School of Education, University of Cape Town, South Africa.
Siebörger, I. (MA, 2012) Literacy, Orality and Recontextualization in the Parliament of the Republic of South Africa: An ethnographic study, Department of English Language and Linguistics, Rhodes University, South Africa.
Vitale, P. (2012) L’enseignement de la traite et de l’esclavage a l’île de La Réunion: Un regard sociologique, in Saunier, E. (ed) Figures d’esclaves: Présences, paroles, représentations, The Hague:Presses Universitaires du Havre See full chapter here.
Tann, K. (2012) The language of identity discourse: Introducing a systemic functional framework for iconography, Linguistics and the Human Sciences, 8(3). See article here.
Martin, J. R. (2012) Heart from darkness: Apocalypse Ron, Revista Canaria de Estudios Ingleses 65, Nov (Special issue on ‘Evaluative Uses of Language: The appraisal framework’).
Hood, S. (2012) Voice and stance as appraisal: Persuasing and positioning in research writing across intellectual fields, in K. Hyland & C. Sancho Guinda (eds) Stance and Voice in Written Academic Genres, Basingstoke: Palgrave Macmillan. See chapter here.
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.
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.