PhD – Legitimation Code Theory

Mvundura, E. M. (Ph.D. thesis, 2023). Seeing diplomatic constellations through diplomatic relations: An analysis of the positioning of Zimbabwe and the UK in Zimbabwean news articles. Rhodes University, Makhanda, South Africa.

Mvundura, E. M. (Ph.D. thesis, 2023). Seeing diplomatic constellations through diplomatic relations: An analysis of the positioning of Zimbabwe and the UK in Zimbabwean news articles. Rhodes University, Makhanda, South Africa.

Cowley-Haselden, S. (PhD thesis, 2021). Knowledge building via Academic Reading Circles on an English for General Academic Purposes pre-sessional course. Coventry University, United Kingdom.

Cowley-Haselden, S. (PhD thesis, 2021). Knowledge building via Academic Reading Circles on an English for General Academic Purposes pre-sessional course. Coventry University, United Kingdom.

Forsman, B-M. (Master’s dissertation, 2022) Att röra sig mellan vardagsspråk och ämnesspecifikt språk i gemensamt läsande – ett aktionsforskningsprojekt i gymnasieskolan. University of Stockholm.

Munasinghe, B. (PhD, 2023) Programming Unplugged: Insights from Theoretical Models and Teacher Experiences. University of Canterbury.

Munasinghe-B.-2023-Programming-Unplugged-Insights-from-Theoretical-Models-and-Teacher-Experiences.-PhD-ThesisDownload

Bassi, M. M. (PhD, 2021) Multilingual teacher-talk in secondary school classrooms in Yola, North-East Nigeria: exploring the interface of language and knowledge using Legitimation Code Theory and Terminology Theory. University of the Western Cape.

See thesis here.

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

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

Richardson, S. (PhD, 2020) Teaching jazz: A study of beliefs and pedagogy using Legitimation Code Theory, University of Sydney, Australia.

Hlatshwayo, M. (PhD, 2019) ‘I want them to be confident, to build an argument’: An exploration of the structure of knowledge and knowers in Political Studies, Rhodes University, South Africa.

Siebörger, I. (PhD, 2018) Political constellations: an analysis of the use of language in positioning South African political parties in the Daily Sun, Rhodes University, South Africa.

Byers, S. (PhD, 2018) An LCT Examination of Comprehension and Pedagogy in Middle Years English and Science, University of Wollongong, Australia.

Wilmot, K. (Phd, 2019) Enacting knowledge in dissertations: An exploratory analysis of doctoral writing using Legitimation Code Theory, University of Sydney, Australia.

Kamai, R. (PhD, 2018) A multi-theoretical analysis of the dynamics and effects of variation in the use of terms in school science textbooks in Nigeria and South Africa, University of the Western Cape, South Africa.

de Bie, G. (PhD, 2018) Disciplinary Knowledge Structures in a Human Biology Curriculum and the Possible Implications for Cumulative Learning: An analysis using Legitimation Code Theory, Rhodes University, South Africa.

de Bie, G. (PhD, 2018) Disciplinary Knowledge Structures in a Human Biology Curriculum and the Possible Implications for Cumulative Learning: An analysis using Legitimation Code Theory, Rhodes University, South Africa.

Giqwa, N. (PhD, 2018) An Investigation of Knowledge and its Circulation amongst Workers in Waste Management Workplaces: Expanded Public Works Programme (EPWP) case studies, Rhodes University, South Africa.

Giqwa, N. (PhD, 2018) An Investigation of Knowledge and its Circulation amongst Workers in Waste Management Workplaces: Expanded Public Works Programme (EPWP) case studies, Rhodes University, South Africa.

Mtombeni, T. (PhD, 2018) A Social Realist Account of the Influence of Knowledge and Knower Structures in Curriculum Development Practices in the First Year Chemistry and Mathematics Curricula, Rhodes University, South Africa.

Mtombeni, T. (PhD) A Social Realist Account of the Influence of Knowledge and Knower Structures in Curriculum Development Practices in the First Year Chemistry and Mathematics Curricula, Rhodes University, South Africa.

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.

Booi, K. (PhD, 2018) Life Sciences Teacher Educators’ perspectives of the principle of knowledge integration in the Life Sciences teacher education curriculum, Cape Peninsula University of Technology, South Africa.

Kajee, F.A. (PhD, 2018) Knowledge and Knowers in Educational leadership and Management (ELM) Master’s programmes in South Africa, Rhodes University, South Africa.

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

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

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.

Tweed, B. (PhD, 2016) Tātai Kōrero i Ngaro, Tātai Kōrero eRangona: Legitimation and the Learning of Curriculum Mathematics in an Indigenous Māori School, Victoria University of Wellington, New Zealand.

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.

Tann, K. (PhD, 2011) Semogenesis of a Nation: An iconography of Japanese identity, Department of Linguistics, University of Sydney, Australia.

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.

Stavrou, S. (PhD, 2012) Réforme de L’Université et Transformations Curriculaires: des activités de recontextualisation aux effets sur les savoirs, Department of Sociology, University of Provence, France.

Shi, C. (PhD, 2017) Affiliation Through Value Negotiation in Chinese Criminal Courtroom Argumentation, Shanghai Jiao Tong University, China.

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

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

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.

Mkhize, T. (PhD, 2015) An Analysis of the Certificate of the Theory of Accounting Knowledge and Knower Structures: A case study of professional knowledge, Rhodes University, South Africa.

Mistri, G. (PhD, 2016) A Social Realist Analysis of participation in Academic Professional Development for the integration of Digital Technologies in Higher Education, Rhodes University, South Africa.

Millar, V. (PhD, 2012) The Structuring of Knowledge for Interdisciplinary Teaching in Higher Education, University of Melbourne, Australia.

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.

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.

Maton, K. (PhD, 2005) The Field of Higher Education: A sociology of reproduction, transformation, change and the conditions of emergence for cultural studies, University of Cambridge, UK.

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

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.

McCartney, P. (PhD, 2016) Shanti Mandir: Authenticity, economy and emotion in a yoga ashram, School of Culture, History and Language, College of Asia and the Pacific, Australian National University, Australia.

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.

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

Larsen, V. (PhD, 2014) Disciplinarity and Inter-disciplinarity in Problem Based Learning [Faglighed og Problembaseret Læring: Vidensstrukturer i professionsuddannelser], Institut for Planlægning, Aalborg Universitet, Denmark. [Danish language]

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.

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.

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

Feng, C. (PhD, 2014) Metadiscourse in Research Articles: A comparative study across disciplines and research paradigms, Nanyang Technological University, Singapore.

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

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.

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

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

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.

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.

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

Blunden, J. (PhD, 2017) The Language with Displayed Art(efacts): Linguistic and sociological perspectives on meaning, accessibility and knowledge-building in museum exhibitions, University of Technology, Sydney, Australia.

Blickem, C. (PhD, 2014). The Recontextualisation of Architecture and Accounting Education: Views from the academy and the professions, University of Waikato, New Zealand.

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.

Bahman, Z. (PhD, 2012) Contrastive Genre Analysis and the Realisation of Power in Vertical Discourses in English and Persian, Department of Linguistics, University of Sydney, Australia.

Arbee, A. (PhD, 2012) Knowledge and Knowers in the Discipline of Marketing at the University of KwaZulu-Natal, University of KwaZulu-Natal, South Africa.

Alexandre, M.F. (PhD, 2012) Critical Discourse Analysis of Interviews with Portuguese Scientists – Representation and Legitimation of Scientific Knowledge and its Specialities, Faculty of Letters, University of Lisbon, Portugal.