Australia – Legitimation Code Theory

Frost, K. (2024). Pragmatic and use Designs, in P. Gruba (Ed.), Designs for Language Program Evaluation, Palgrave Macmillan, Cham, 121-146. DOI: 10.1007/978-3-031-68926-0_5

Frost, K. (2024). Pragmatic and use Designs, in P. Gruba (Ed.), Designs for Language Program Evaluation, Palgrave Macmillan, Cham, 121-146. DOI: 10.1007/978-3-031-68926-0_5 Frost, K. (2024). Pragmatic and use Designs, in P. Gruba (Ed.), Designs for Language Program Evaluation, Palgrave Macmillan, Cham, 121-146

Caroll, C. & Harris, J. (2023) ‘Because I’m not musical’: A critical case study of music education training for pre-service generalist primary teachers in Australia. British Journal of Music Education, 40: 271-286. DOI: 10.1017/S0265051722000274

Caroll, C. & Harris, J. (2023) ‘Because I’m not musical’: A critical case study of music education training for pre-service generalist primary teachers in Australia. British Journal of Music Education, 40: 271-286. DOI: 10.1017/S0265051722000274

O’Sullivan, D. (2024) Teaching critical reflection in education diploma pathways: A pedagogic intervention, in N. Tilakaratna & E. Szenes (Eds.), Demystifying Critical Reflection: Improving Pedagogy and Practice with Legitimation Code Theory, Routledge, 124-144. DOI: 10.4324/9781003177210-9

O’Sullivan, D. (2024) Teaching critical reflection in education diploma pathways: A pedagogic intervention, in N. Tilakaratna & E. Szenes (Eds.), Demystifying Critical Reflection: Improving Pedagogy and Practice with Legitimation Code Theory, Routledge, 124-144. DOI: 10.4324/9781003177210-9

Georgiou, H. (2016) Putting physics knowledge in the hot seat: The semantics of student understandings of thermodynamics, in K. Maton, S. Hood, & S. Shay (Eds.) Knowledge-building: Educational studies in Legitimation Code Theory, Routledge, 176–192.

Georgiou, H. (2016) Putting physics knowledge in the hot seat: The semantics of student understandings of thermodynamics, in K. Maton, S. Hood, & S. Shay (Eds.) Knowledge-building: Educational studies in Legitimation Code Theory, Routledge, 176–192.

Christie, F. (2016) Secondary school English literary studies: Cultivating a knower code, in K. Maton, S. Hood, & S. Shay (Eds.) Knowledge-building: Educational studies in Legitimation Code Theory, Routledge, 158-175.

Christie, F. (2016) Secondary school English literary studies: Cultivating a knower code, in K. Maton, S. Hood, & S. Shay (Eds.) Knowledge-building: Educational studies in Legitimation Code Theory, Routledge, 158-175.

Hatisaru, V., Falloon, G., Seen, A., Fraser, S., Powling, M. & Beswick, K. (2023) Educational leaders perceptions of STEM education revealed by their drawings and texts. International Journal of Mathematical Education in Science and Technology: 1 – 21.

Hatisaru, V., Falloon, G., Seen, A., Fraser, S., Powling, M. & Beswick, K. (2023) Educational leaders perceptions of STEM education revealed by their drawings and textsDownload

Chen, R., Bennett, S., & Maton, K. (2007) The online acculturation of Chinese student ‘sojourners’, in C. Montgomerie & J. Seale (eds) Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2007. Chesapeake, VA: AACE, 2744–2752.

Locke, P. (PhD, 2020) The business of teaching: Vocational educators’ experiences of marketization reforms, University of Sydney, Australia.

Anson, D. (PhD, 2019) Senior secondary English in New South Wales: Linguistic and epistemic perspectives, University of New South Wales, Australia.

Carroll, C. (2019) ‘Illiterate’ musicians: an historic review of curriculum and practice for student popular musicians in Australian senior secondary classrooms, British Journal of Music Education: 1–17. DOI: https://doi.org/10.1017/S0265051719000196

Martin, J. R. (2019) Ideational semiosis: field, discourse semantics and lexicogrammar, 29th European Systemic Functional Linguistics Conference, Portugal.

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.

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.

McPherson, J. (PhD, 2014) Comparing ‘Apples with Apples’: Professional accounting practices in university classroom discourse, Faculty of Education and Social Work, University of Sydney, Australia.

Glenn, E. (PhD, 2016). From Clashing to Matching: Examining the legitimation codes that underpin shifting views about climate change, Institute for Sustainable Futures, University of Technology Sydney, Australia.

Hay, C. (PhD, 2014) Learning to Inhabit the Chair: Knowledge transfer in contemporary Australian director training, Department of Performance Studies, University of Sydney, Australia.

Chen, R. (PhD, 2010) Knowledge and knowers in online learning: Investigating the effects of online flexible learning on student sojourners, Faculty of Education, University of Wollongong, Australia.

Carroll, C. (PhD, 2017) Playing the field: An Australian case study of student popular musicians’ informal learning in senior secondary classroom music education, Sydney Conservatorium of Music, University of Sydney, Australia.

Thomson, E. (Mphil, 2014) Battling with Words: A study of language, diversity and social inclusion in the Australian Department of Defence, University of New South Wales, Australia.

Martin, J.R. (2009) Realisation, instantiation and individuation: Some thoughts on identity in youth justice conferencing. DELTA – Documentaá_o de Estudos em Linguistica Teorica e Aplicada 25: 549–583.

Howard, S.K. & Maton, K. (2011) Theorising knowledge practices: A missing piece of the educational technology puzzle, Research in Learning Technology, 19(3): 191–206.

Chen, R., Maton, K. & Bennett, S. (2011) Absenting discipline: Constructivist approaches in online learning, in Christie, F. & Maton, K. (eds) Disciplinarity: Functional linguistic and sociological perspectives (pp.129–150). London: Continuum.

Matruglio, E., Maton, K. & Martin, J.R. (2013) Time travel: The role of temporality in enabling semantic waves in secondary school teaching, Linguistics and Education, 24(1): 38–49.

Carvalho, L. & Goodyear, P. (2014) Analysing the structuring of knowledge in learning networks, in Bayne S, Jones C, de Laat M, Ryberg T & Sinclair C. (eds) Proceedings of the 9th International Conference on Networked Learning 2014 (pp. 59–66), Edinburgh: University of Edinburgh.

Humphrey, S. (2017) ‘We can speak to the world’: Applying meta-linguistic knowledge for specialized and reflective literacies, in Harman, R (ed) Bilingual learners and social equity: Critical approaches to systemic functional linguistics (pp. 45–69), New York: Springer.

Doran, Y.J. (2017) The role of mathematics in physics: Building knowledge and describing the empirical world, Onomázein, March: 209–226.

Anson, D. (2017) Examining the examiners: The state of senior secondary English examinations in Australia, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.