2015 – Legitimation Code Theory

Siebörger, I. & Adendorff, R.D. (2015) Black-boxing and the politics of oversight in the South African parliament, in M.N. Dedaic (ed.) Singing, Speaking and Writing Politics: South African political discourses (pp. 43–66), Amsterdam: Benjamins.

Tag: 2015

Wolff, K. (PhD, 2015) Negotiating Disciplinary Boundaries in Engineering Problem-Solving Practice, University of Cape Town, South Africa.

Mkhize, T. (PhD, 2015) An Analysis of the Certificate of the Theory of Accounting Knowledge and Knower Structures: A case study of professional knowledge, Rhodes University, South Africa.

Hollis-Turner, S.L. (EdD, 2015) Educating for Employability in Office Environments, Cape Peninsula University of Technology, South Africa.

Conana, H.C. (2015) Using Semantic Profiling to Characterize Pedagogical Practices and Student Learning: A case study in two introductory physics courses, Faculty of Science, University of the Western Cape, South Africa.

Halliday, L. (MA, 2015) An Analysis of How Knowledge is Differentiated in Occupationally-Based Curriculum for a New Profession, School of Education, University of Cape Town.

Enderstein, B. (Mphil, 2015) An Analysis of Curriculum Knowledge in an Introductory Actuarial Science Course, School of Education, University of Cape Town, South Africa.

Zhu Yongsheng (2015) On the mechanisms of semantic waves, Foreign Languages in China 4: 12–22. [Chinese language]

Zhu Yongsheng (2015) On the influence of Bourdieu’s cultural reproduction theory on LCT, Foreign Languages and Translation, 1: 32–35. [Chinese language]

Szenes, E., Tilakaratna, N. & Maton, K. (2015) The knowledge practices of critical thinking, in Davies, M. & Barnett, R. (eds) The Palgrave Handbook of Critical Thinking in Higher Education (pp. 573–591), London: Palgrave Macmillan.

Siebörger, I. & Adendorff, R.D. (2015) Black-boxing and the politics of oversight in the South African parliament, in M.N. Dedaic (ed.) Singing, Speaking and Writing Politics: South African political discourses (pp. 43–66), Amsterdam: Benjamins.

Richard-Bossez, A. (2015) Describing forms of knowledge and their variations in French école maternalle, in P. Vitale & B. Exley (eds) Pedagogic Rights and Democratic Education (pp., London: Routledge.

Millar, V. (2015) Comparing discipline-based and interdisciplinary knowledge in university education, in P. Vitale & B. Exley (eds) Pedagogic Rights and Democratic Education (pp. 146–160), London: Routledge.

Lilliedahl, J. (2015) The recontextualisation of knowledge: Towards a social realist approach to curriculum and didactics, Nordic Journal of Studies in Education Policy, 1 (27008): 40–47.

Dong, A., Maton, K. & Carvalho, L. (2015) The structuring of design knowledge, in Rodgers, P. & Yee, J. (eds) Routledge Companion to Design Research, London: Routledge.

Clegg, S. (2015) Different times: Temporality, curriculum and powerful knowledge, in P. Gibbs, O.-H. Ylijoki, C. Guzmán-Valenzuela & R. Barnett (eds) Universities in the Flux of Time, London: Routledge.

Wolff, K. (2015) Insights into conceptual and contextual engineering problem-solving practices in the 21st century: Some implications for curriculum redesign, Proceedings of the 3rd Biennial Conference of the South African Society for Engineering Education (pp. 189–198). Durban: SASEE.

Vorster, J-A. & Quinn, L. (2015) Towards shaping the field: Theorising the knowledge in a formal course for academic developers, Higher Education Research & Development, 34(5): 1031–1044.

Meidell Sigsgaard, A-V. (2015) Demokrati og semantiske bølger i andetsprogsundervisningen, Viden om Literacy, 18: 12–22. [Danish language]

Siebörger, I. & Adendorff, R.D. (2015) Resemiotizing concerns from constituencies in the South African parliament, Southern African Linguistics and Applied Language Studies 33(2): 171–197.

Rusznyak, L. (2015) Knowledge selection in initial teacher education programmes and its implications for curricular coherence, Journal of Education, 60: 7–29.

Jackson, F. (2015) Using Legitimation Code Theory to track pedagogic practice in a South African English home language poetry lesson, Journal of Education, 63: 29–54.

Hollis-Turner, S. (2016) Decoding Disciplines of a national business qualification in support of learning, Journal for New Generation Sciences, 14(3): 72–90.

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.