Skip to content

Legitimation Code Theory

  • Theory
    • Introducing LCT
    • Specialization
    • Semantics
    • Autonomy
    • Working with LCT
    • LCT and SFL
  • Community
    • LCT centres
    • Events
    • Find a group
    • Find a supervisor
    • Social media
    • Animals of LCT
  • Publications
    • Database
    • LCT book series
    • Occasional Papers
  • Practice & Impact
    • LCT in action – blogs
    • Semantic waves

Tag: education

Maton, K. (2010) Canons and progress in the arts and humanities: Knowers and gazes, in Maton, K. & Moore, R. (eds) Social Realism, Knowledge and the Sociology of Education: Coalitions of the mind (pp. 154–178). London: Continuum.

Continue Reading
Share Now

Maton, K. & Moore, R. (2010) Coalitions of the mind, in Maton, K. & Moore, R. (eds) Social Realism, Knowledge and the Sociology of Education: Coalitions of the mind (pp. 1–13). London: Continuum.

Continue Reading
Share Now

Chen, R., Bennett, S., & Maton, K. (2008) The adaptation of Chinese international students to online flexible learning: Two case studies, Distance Education, 29(3): 307–323.

Continue Reading
Share Now

Freebody, P., Maton, K., & Martin, J. (2008) Talk, text and knowledge in cumulative, integrated learning: A response to ‘intellectual challenge’, Australian Journal of Language and Literacy, 31: 188–201.

Continue Reading
Share Now

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.

Continue Reading
Share Now

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.

Continue Reading
Share Now

Maton, K. (2004) The wrong kind of knower: Education, expansion and the epistemic device, in Muller, J., Davies, B., & Morais, A. (eds) Reading Bernstein, Researching Bernstein (pp. (218–231). London: Routledge.

Continue Reading
Share Now

Maton, K. & Wright, H.K. (2002) Returning cultural studies to education, International Journal of Cultural Studies, 5(4): 379–392.

Continue Reading
Share Now

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.

See Chapter 2 of Knowledge and Knowers.
Continue Reading
Share Now

Maton, K. (1999) Extra curricular activity required: Pierre Bourdieu and the sociology of educational knowledge, in Grenfell, M. & Kelly, M. (eds) Pierre Bourdieu: Language, culture and education (pp.197–210). Bern: Peter Lang.

Continue Reading
Share Now

Zhao, Q. (PhD, 2012) Knowledge Building in Physics Textbooks in Primary and Secondary Schools, Xiamen University, China.

Continue Reading
Share Now

Weekes, T. (PhD, 2014) From Dot Points to Disciplinarity: The theory and practice of disciplinary literacies in secondary schooling, University of New England, Australia.

Continue Reading
Share Now

Vidal Lizama, M. (PhD, 2014) Theorising Popular Education as a Knowledge Practice: The case of Chile, Faculty of Arts and Social Sciences, UTS, Australia.

Continue Reading
Share Now

Van Heerden, M. (PhD, 2017) What lies beneath tutors’ feedback? Examining the role of feedback in developing ‘knowers’ in English Studies, University of the Western Cape, South Africa.

Continue Reading
Share Now

Tilakaratna, N. (PhD, 2016) Identity Management in Sri Lankan English Textbooks, Department of Linguistics, University of Sydney, Australia.

Continue Reading
Share Now

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.

Continue Reading
Share Now

Shuker, L. (PhD, 2010) “It’ll Look Good on Your Personal Statement”: A multi-case study of self-marketing amongst 16-19 year olds applying to university, Homerton College, University of Cambridge, UK.

Continue Reading
Share Now

Roach, G. (PhD, 2016) Critical Thinking in Knowledge Production: Realisations in Masters’ students research essays, University of Nottingham China Campus, Ningbo, China.

Continue Reading
Share Now

Ojo, E. (PhD, 2016) On Teaching Economics 1: A qualitative case study of a South African university. University of the Witwatersrand, Johannesburg, South Africa.

Continue Reading
Share Now

Poulet, C. (PhD, 2011) L’apprentissage d’une pratique democratique: L’exemple de la prise de parole en Franc-Maconnerie, Department of Sociology, University of Provence, France.

Continue Reading
Share Now

Meidell Sigsgaard, A-V. (PhD, 2013) Who Knows What?: The Teaching of knowledge and knowers in a fifth grade Danish as a Second Language classroom, Danish School of Education, Aarhus University, Denmark.

Continue Reading
Share Now

Matruglio, E. (PhD, 2014) Humanities’ Humanity: Construing the social in HSC Modern and Ancient History, Society and Culture, and Community and Family Studies, University of Technology Sydney, Australia.

Continue Reading
Share Now

Martin, J.L. (PhD, 2013) On Notes and Knowers: The representation, evaluation and legitimation of jazz, Discipline of Linguistics, University of Adelaide, Australia.

Continue Reading
Share Now

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.

Continue Reading
Share Now

Lindstrøm, C. (PhD, 2010) Link Maps and Map Meetings: A theoretical and experimental case for stronger scaffolding in first year university physics education, School of Physics, Faculty of Science, University of Sydney, Australia.

Continue Reading
Share Now

Lilliedahl, J. (PhD, 2013) Musik i (ut)bildning: Gränsdragningar och inramningar i läroplans(kon)texter för gymnasieskolan, Diss, Örebro University, Sweden.

Continue Reading
Share Now

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

Continue Reading
Share Now

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

Continue Reading
Share Now

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.

Continue Reading
Share Now

Georgiou, H. (PhD, 2014) Doing Positive Work: On student understanding of thermodynamics, Faculty of Science, University of Sydney, Australia

Continue Reading
Share Now

Gao, L. (EdD, 2007) The Changing Context of Tertiary English Teaching in China and Teachers’ responses to the challenges, Faculty of Education, University of Wollongong, Australia.

Continue Reading
Share Now

Ellery, K. (PhD, 2016) Epistemological Access in a Science Foundation Course: A social realist perspective, Rhodes University, South Africa.

Continue Reading
Share Now

Fagan, D. (PhD, 2014) Social Construction of Pedagogical ICT Discourse: The case of a university of technology in South Africa, University of Cape Town, South Africa.

Continue Reading
Share Now

Doran, Y. J. (PhD, 2016) Knowledge in Physics Through Mathematics, Image and Language, Dept of Linguistics, University of Sydney, Australia.

Continue Reading
Share Now

Doherty, C. (PhD, 2007) The Production of Cultural Difference and Cultural Sameness in Online Internationalised Education, Faculty of Education, Queensland University of Technology, Australia.

Continue Reading
Share Now

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.

Continue Reading
Share Now

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.

Continue Reading
Share Now

Clarence, S. (PhD, 2014) Enabling Cumulative Learning Through Teaching: A Legitimation Code Theory analysis of pedagogic practice in law and political science, Rhodes University, South Africa.

Continue Reading
Share Now

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.

Continue Reading
Share Now

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

Continue Reading
Share Now

Burnheim, C. (PhD, 2010) Field and Capital in Universities’ External Relations, Faculty of Education, University of Melbourne, Australia.

Continue Reading
Share Now

Bharath, P. (PhD, 2016) An Investigation of Progression in Historical Thinking in South African History Textbooks, School of Education, University of KwaZulu-Natal, South Africa.

Continue Reading
Share Now

Morgan, M. (MA, 2011) A Corpus Based Investigation into the Relationship between Propositional Content and Metadiscourse in Student Essay Writing, University of Nottingham, Ningbo-China campus, China.

Continue Reading
Share Now

Love, D. (MA, 2016) Any tool works if you are using the language: The role of knowledge in ICT integration in a Johannesburg private school, School of Education, University of the Witwatersrand, South Africa.

Continue Reading
Share Now

Louw, G. (Mphil, 2010) Conceptualising Differentiated Forms of Knowledge: The Medical (MBChB) Curriculum of the University of Cape Town. School of Education, University of Cape Town, South Africa.

Continue Reading
Share Now

Lambrinos, E. (Master, 2014) The Dancer’s Code: Physicality, philosophy and pedagogy, Department of Gender and Cultural Studies, University of Sydney, Australia.

Continue Reading
Share Now

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

Continue Reading
Share Now

Behardien, I. (MPhil, 2014) ‘Who They Are’ or ‘What and How they Know’: An investigation by a fine art lecturer into the basis of her own legitimacy, School of Education, University of Cape Town, South Africa.

Continue Reading
Share Now

Lamont, A. & Maton, K. (2008) Choosing music: Exploratory studies into the low uptake of music GCSE, British Journal of Music Education 25(3): 267–282.

Continue Reading
Share Now

Martin, J., Maton, K. & Matruglio, E. (2010) Historical cosmologies: Epistemology and axiology in Australian secondary school history, Revista Signos, 43(74): 433–463.

Continue Reading
Share Now

Hood, S. (2010) Appraising Research: Evaluation in academic writing. London: Palgrave.

Continue Reading
Share Now

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.

Continue Reading
Share Now

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.
Continue Reading
Share Now

Maton, K. (2016) Starting points: Resources and architectural glossary, in K. Maton, S. Hood & S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory. London: Routledge.

2016GlossaryDownload
Continue Reading
Share Now

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.

Continue Reading
Share Now

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.

Continue Reading
Share Now

Whitcombe, S. W. (2013) Developing skills of problem-based learning: What about specialist knowledge, International Journal of Continuing Education and Lifelong Learning, 5(2): 41–56.

Continue Reading
Share Now

Meidell Sigsgaard, A.V. (2013). ”Hvad skal jeg skrive nu? ‐ Det må du selv vide…” – udvekslingsstrukturanalyse af samtaler mellem lærere og elever i undervisningen af dansk som andetsprog og historie. Nordand, 8(1). [Danish language]

See article here.
Continue Reading
Share Now

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.

Continue Reading
Share Now

Macnaught, L., Maton, K., Martin, J.R. & Matruglio, E. (2013) Jointly constructing semantic waves: Implications for teacher training, Linguistics and Education, 24(1): 50–63.

Continue Reading
Share Now

Georgiou, H., Maton, K. & Sharma, M. (2014) Recovering knowledge for science education research: Exploring the ‘Icarus effect’ in student work, Canadian Journal of Science, Mathematics, and Technology Education, 14(3): 252–268.

Continue Reading
Share Now

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.

Continue Reading
Share Now

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.

See chapter here.
Continue Reading
Share Now

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.

Continue Reading
Share Now

Zhang, D. & Qin, J. (2016) The theory of semantic wave and its impact on teachers’ construction of classroom discourse, Foreign Language Education, 2: 52–5.

Continue Reading
Share Now

Walton, E. (2016) The Language of Inclusive Education: Exploring speaking, listening, reading, Abingdon: Routledge.

See book here.
Continue Reading
Share Now

Sturgiss, J. (2016) Science, Writing and New Dimensions, Journal of Professional Learning, Semester 2: 1-7.

Continue Reading
Share Now

Myers, L. P. (2016) An analysis of how students construct knowledge in a course with a hierarchical knowledge structure, South African Journal of Accounting Research, 31 (3), 193–211.

Continue Reading
Share Now

Humphrey, S. (2016) EAP in school settings, in Hyland, K. & Shaw, P. (eds) The Routledge Handbook of English for Academic Purposes (pp. 447–460), London: Routledge.

See chapter here.
Continue Reading
Share Now

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 (pp. 176–192). Abingdon, United Kingdom: Routledge.

See chapter here.
Continue Reading
Share Now

Cruice, M. (2016) Keeping the Lights On: A Play in Two Acts, in Perselli V. (eds) Education, Theory and Pedagogies of Change in a Global Landscape (pp. 196–212). London: Palgrave Macmillan.

Continue Reading
Share Now

Ellery, K. (2017) A code theory perspective on science access: Clashes and conflicts, South African Journal of Higher Education, 31(3): 82–98.

Continue Reading
Share Now

Bratland, E. (2017) Professional knowledge in education: What kind of organizational principles are behind the knowledge practices, and what are the conditions for developing this knowledge?, Problemy Profesjologii, 2: 167–176.

Continue Reading
Share Now

Bratland, E. (2017) Looking back and forward: From the net generation to knowledge in Education, Cognitive Science – New Media – Education, 1: 47–63.

Continue Reading
Share Now

Rootman-le Grange, I. & Blackie, M. (2018) Assessing assessment: In pursuit of meaningful learning, Chemistry Education Research and Practice, 19: 484–490.

Continue Reading
Share Now

Doran, Y.J. (2018) The Discourse of Physics: Building Knowledge through Language, Mathematics and Image, New York: Routledge.

Continue Reading
Share Now

Zhang, D. (2017) LCT and its application in the analysis and construction of the teacher’s discourse in FLT, Foreign Language Education, 37(2): 51-55. [Chinese language]

Continue Reading
Share Now

Wolff, K. (2017) Throwing the baby out with the bathwater? The role of fundamentals in 21st century engineering education, Global Engineering Education Conference, Athens, Greece, April.

Continue Reading
Share Now

Walton, E. (2017) Inclusive education in initial teacher education in South Africa: Practical or professional knowledge?, Journal of Education, 67: 101–128.

Continue Reading
Share Now

Veale, C., Krause, R. & Sewry, J. (2017) Blending problem-based learning and peer-led team learning, in an open ended ‘home-grown’ pharmaceutical chemistry case study, Chemistry Education Research and Practice, 19(1): 68–79.

Continue Reading
Share Now

Ramírez, A. (2018) Paraphrastic academic writing as entry point for first generation advanced bilingual college students,  in Harman, R (ed.) Bilingual learners and social equity: Critical approaches to systemic functional linguistics (179–198), New York: Springer.

Continue Reading
Share Now

Vidal Lizama, M. (2017) Knowledge in your classroom: A model of analysis for specialisation codes in classroom discourse, Onomázein, March: 149–178.

Continue Reading
Share Now

Nygård Larsson, P. & Jakobsson, A. (2017) Semantiska vågor–elevers diskursiva rörlighet i gruppsamtal [Semantic waves: Students’ discursive mobility in group discussions]. Nordina, 13(1): 17–35. [Swedish language]

Continue Reading
Share Now

Jones, P. (2016) Understanding online discussion: Socio-cultural and discoursal perspectives, Australian Association for Research in Education Conference, Melbourne, Australia, November.

Continue Reading
Share Now

Ingold, R. & O’Sullivan, D. (2017) Riding the waves to academic success, Modern English Teacher Magazine, 26(2): 39–43.

Continue Reading
Share Now

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.

Continue Reading
Share Now

Hood, S. (2017) Live lectures: The significance of presence in building disciplinary knowledge, Onomázein, March: 179–208.

Continue Reading
Share Now

Hassan, S.L. (2017) Tutors’ role in tutorials: ‘Unpacking’ and ‘repacking’ during the semantic journey, South African Journal of Higher Education, 31(3): 99–115.

Continue Reading
Share Now

Auret, L. & Wolff, K. (2017) A control systems approach to improving final year engineering students’ conceptual and contextual grasp of dynamic systems, Fourth biennial conference of the South African Society for Engineering Education, Cape Town, South Africa, June.

Continue Reading
Share Now

Wolff, K. (2016) The innovative use of a problem-solving research model to support academic work, Teaching & Learning Conference, Central University of Technology, South Africa, June.

Continue Reading
Share Now

Winberg, C., Winberg, S., Jacobs, C., Garraway, J. & Engel-Hills, P. (2016) “I take engineering with me”: Epistemological transitions across engineering curriculum, Teaching in Higher Education, 21(4): 398–414.

Continue Reading
Share Now

Van Heerden, M., Clarence, S. & Bharuthram, S. (2016) What lies beneath: Exploring the deeper purposes of feedback on student writing through considering disciplinary knowledge and knowers, Assessment & Evaluation in Higher Education, 42(6): 967–977.

Continue Reading
Share Now

Vahed, A. McKenna, S. & Singh, S. (2016) Linking the ‘know-that’ and ‘know-how’ knowledge through games: A quest to evolve the future for science and engineering education. Higher Education, 71(6): 781–90.

Continue Reading
Share Now

Oteíza, T. (2020) Historical events and processes in the discourse of disciplinary history and classroom interaction, in Martin, J. R., Maton, K. & Doran, Y. J. (eds) Accessing Academic Discourse: Systemic functional linguistics and Legitimation Code Theory, London, Routledge, 177–207.

Continue Reading
Share Now

Myers, L.P. (2016) Knowledge structures and their relevance for teaching and learning in introductory financial accounting, South African Journal of Accounting Research, 30(1): 79–95.

Continue Reading
Share Now

McPherson, J., Tong, J.L., Fatt, S.J. & Liu, Y.T. (2016) Student perspectives on data provision and use: Starting to unpack disciplinary differences, Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (pp. 158–67), New York: ACM. (Slides available)

Continue Reading
Share Now

Luckett, K. (2016) Making the implicit explicit: The grammar of inferential reasoning in the humanities and social sciences, Universal Journal of Educational Research, 4(5): 1003–1015.

Continue Reading
Share Now

Lin, A.M.Y. (2016) Disconnects in bilingual education settings and research traditions, in A.M.Y. Lin (ed) Language across the curriculum & CLIL in English as an additional language (EAL) contexts (pp. 58–76), Singapore: Springer.

Continue Reading
Share Now

Kinchin, I.M. (2016) Embedding wider theory: Threshold concepts, semantic gravity and punctuated learning, in I.M. Kinchin (ed) Visualising powerful knowledge to develop the expert student: A knowledge structures perspective on teaching and learning at university (pp. 87–102), Rotterdam: Sense Publishers.

Continue Reading
Share Now

Posts navigation

Older posts
Newer posts
  • Facebook
  • Twitter
  • Youtube

Powered By WordPress | Blog Zilla