secondary school – Legitimation Code Theory

Christie, F. (2016) Secondary school English literary studies: Cultivating a knower code, in K. Maton, S. Hood, & S. Shay (Eds.) Knowledge-building: Educational studies in Legitimation Code Theory, Routledge, 158-175.

Christie, F. (2016) Secondary school English literary studies: Cultivating a knower code, in K. Maton, S. Hood, & S. Shay (Eds.) Knowledge-building: Educational studies in Legitimation Code Theory, Routledge, 158-175.

Lee, Y. J., & Wan, D. (2022). Cognitive demands and opportunities for access in school curricula from mainland China: an integrated analysis based on specialisation codes, Educational Studies: 1–19.

Maton, K. & Doran, Y. J. (i2021) Constellating science: How relations among ideas help build knowledge, in Maton, K., Martin, J. R. and Doran, Y. J. (eds) Teaching Science: Knowledge, language, pedagogy. Routledge.

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.

See Chapter 6 of Knowledge and Knowers for a much revised version.

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.

Tag: secondary school

Christie, F. (2016) Secondary school English literary studies: Cultivating a knower code, in K. Maton, S. Hood, & S. Shay (Eds.) Knowledge-building: Educational studies in Legitimation Code Theory, Routledge, 158-175.

Lee, Y. J., & Wan, D. (2022). Cognitive demands and opportunities for access in school curricula from mainland China: an integrated analysis based on specialisation codes, Educational Studies: 1–19.

Maton, K. & Doran, Y. J. (i2021) Constellating science: How relations among ideas help build knowledge, in Maton, K., Martin, J. R. and Doran, Y. J. (eds) Teaching Science: Knowledge, language, pedagogy. Routledge.

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