Bernstein – Legitimation Code Theory

Wartha, E. J. (2023) Ciência Como Linguagem: Do Contexto ao Texto e do Texto ao Contexto. Revista Brasileira de Pesquisa em Educação em Ciências, 23: e46123, 1–18. DOI: 10.28976/1984-2686rbpec2023u11671184

Tag: Bernstein

Wartha, E. J. (2023) Ciência Como Linguagem: Do Contexto ao Texto e do Texto ao Contexto. Revista Brasileira de Pesquisa em Educação em Ciências, 23: e46123, 1–18. DOI: 10.28976/1984-2686rbpec2023u11671184

Barrett, B. (2024) Basil Bernstein: Code Theory and Beyond, Springer.

Österling, L. (2021) inVisible Theory in Pre-Service Mathematics Teachers’ Practicum Tasks, Scandinavian Journal of Educational Research, DOI: 10.1080/00313831.2021.1897874

Martin, J. R., Maton, K. & Doran, Y. J. (2020) Academic discourse: An inter-disciplinary dialogue, in Martin, J. R., Maton, K. & Doran, Y. J. (eds) Accessing Academic Discourse: Systemic functional linguistics and Legitimation Code Theory, London, Routledge, 1–31.

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.

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

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.

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. (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. (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.

Zhu Yongsheng (2014) Looking at LCT from the perspective of Bernstein’s knowledge structure theory: Inheritance and originality, Foreign Languages in China, 6(1): 10-13. [Chinese language]

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.

Doherty, C. (2008) Student subsidy of the internationalized curriculum: Knowing, voicing and producing the Other, Pedagogy, Culture and Society, 16(3): 269–288.

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.