history – Legitimation Code Theory

Bharath, P. (2023) Tracing the substantive structure of historical knowledge in South African school textbooks. Yesterday & Today, 30: 36-65. DOI: 10.17159/2223-0386/2023/n30a3

Bharath, P. (2023) Tracing the substantive structure of historical knowledge in South African school textbooks. Yesterday & Today, 30: 36-65. DOI: 10.17159/2223-0386/2023/n30a3

Maluleka, P. & Ramoupi, N. L. L. (2022) Towards a decolonized school history curriculum in post-apartheid South Africa through enacting Legitimation Code Theory, in M. N. Hlatshwayo, H. Adendorff, M. A. L. Blackie, A. Fataar & P. Maluleka (Eds.) Decolonising Knowledge and Knowers, Routledge, 65–82. DOI: 10.4324/9781003106968-5

Maluleka, P. & Ramoupi, N. L. L. (2022) Towards a decolonized school history curriculum in post-apartheid South Africa through enacting Legitimation Code Theory, in M. N. Hlatshwayo, H. Adendorff, M. A. L. Blackie, A. Fataar & P. Maluleka (Eds.) Decolonising Knowledge and Knowers, Routledge, 65–82. DOI: 10.4324/9781003106968-5

Maluleka, P. & Mathebula, T. (2022). Trends in African philosophy and their implications for the Africanisation of the South Africa history CAPS curriculum: A case study of Odera Oruka philosophy. Yesterday and Today 27(1):65-89. DOI: 10.17159/2223-0386/2022/n27a3

Walldén, R., & Larsson, P. N. (2021) “Can you take a wild guess?” Using images and expanding knowledge through interaction in the teaching and learning of history, Linguistics and Education, 65: 100960.

Oteiza, T., Castro, C. & Pinuer, C. (2021) Graduating political crisis and violence in the discourse of history: The role of Spanish suffixes, Discourse Studies, 00 (0): 1–28.

Oteiza, T. (2020) Language resources to negotiate official and alternative memories of human rights violations in Chile: A study on classroom interactions, Historical Encounters, 7(2): 26–49.

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.

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

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.

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.

Vitale, P. (2013) Seeing beyond the local context: The understandings of slavery and the slave trade of students in Reunion Island schools, International Studies in Sociology of Education, 23(4): 338–357.

Shay, S. (2011) Curriculum formation: A case study from History, Studies in Higher Education, 36(3): 315–329.

Maton, K. (2013) Making semantic waves: A key to cumulative knowledge-building, Linguistics and Education, 24(1): 8–22.