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Legitimation Code Theory

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Tag: Design

Maia, M. (2021). O conhecimento de design num projeto de criação da identidade visual de uma marca: um estudo qualitativo sobre a prática legitimada do design gráfico, Egitania Sciencia, 29 (jun/dez): 113–132.

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Gachago, D., Jones, B., Esambe, E. E., Jongile, S., & Ivala, E. (2021). Engaging knowledge and the knower: Design considerations for emerging modes of academic staff development. Critical Studies in Teaching and Learning (CriSTaL), 9 (SI), 145-169.

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Dong, A., & MacDonald, E. (2017). From observations to insights: The hilly road to value creation, in Christensen, B. T., Ball, L. J. & Halskov, K. (eds) Analysing design thinking: Studies of cross-cultural co-creation (pp. 465–481). CRC Press.

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Giloi, S. & Quinn, L. (2019) Assessment of Sustainable Design: The Significance of Absence, The Design Journal, 22 (6): 833–851. DOI: 10.1080/14606925.2019.1651601

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Singh, V. & Gero, J. (2015) How Different Models of Value Change Affect Emergent Patterns in Design Practice: Agent based simulations, in Chakrabarti, A. (ed) ICoRD’15 – Research into Design Across Boundaries Volume 1, Smart Innovation, Systems and Technologies, 34 (pp. 15–25). New Delhi: Springer.

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Giloi, S. (PhD, 2016) The Knowledge-Knower Structures Used in the Assessment of Graphic Design Practical Work in a Multi-Campus Context, Rhodes University, South Africa.

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Carvalho, L. (PhD, 2010) A Sociology of Informal Learning in/about Design, Faculty of Architecture, Design & Planning, University of Sydney, Australia.

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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.

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Dong, A. (2008) The Language of Design and its Politics, in The Language of Design: Theory and computation (pp. 141–168). London: Springer.

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Carvalho, L., Dong, A. & Maton, K. (2009) Legitimating design: A sociology of knowledge account of the field, Design Studies 30(5): 483–502.

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Chatteur, F., Carvalho, L. & Dong, A. (2010) Embedding pedagogical principles and theories into design patterns, in P. Goodyear & S. Retalis (eds) Technology-enhanced Learning: Design patterns and pattern languages (pp. 183–200), Rotterdam: Sense.

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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.

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Wolmarans, N. (2016) Exploring the role of disciplinary knowledge in engineering when learning to design, in Adams, R.S., Buzzanell, P., Siddiqui, J.A. (eds) Analyzing Design Review Conversations, Purdue University Press.

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Shay, S. & Steyn, D. (2016) Enabling knowledge progression in vocational curricula: Design as a case study, in K. Maton, S. Hood & S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory (pp. 138–157), London: Routledge.

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Wolmarans, N. (2016) Inferential reasoning in design: Relations between material product and specialised disciplinary knowledge, Design Studies, 45(A): 92–115.

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Steyn, D. (2014) Putting LCT to work, Curriculum Conversations, Cape Town, June.

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Giloi, S. & Belluigi, D.Z. (2017) Underlying knowledge-knower structures in graphic design: Contributing to establishing a cohesive language for use in graphic design education, Art, Design & Communication in Higher Education, 16(1): 7–22.

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