South Africa – Legitimation Code Theory

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Kruger, K. & Wolff, K. (2022) Enabling epistemic transitions by integrating virtual and physical laboratory experiences. Proceedings of 2022 IEEE IFEES World Engineering Education Forum - Global Engineering Deans Council (WEEF-GEDC): 160-165. November 2022, Cape Town, South Africa.

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Luckett, K. (2022) Building a ‘decolonial knower’: Contestations in the humanities, in M. N. Hlatshwayo, H. Adendorff, M. A. L. Blackie, A. Fataar & P. Maluleka (Eds.) Decolonising Knowledge and Knowers, Routledge, 27–46. DOI: 10.4324/9781003106968-3

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Matabane, M. E., Matabane, R. B., Moloi, T. J. & Sibaya, K. T. (2022) The exploring factors that teachers view as hindering quality in teaching and learning at a TVET college. Research in Educational Policy and Management, 4(1): 51-64. DOI: 10.46303/repam.2022.9

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Langsford, D. & Rusznyak, L. (2024) Observing complexity in teachers’ choices: Preparing preservice teachers for work-integrated learning. Education as Change, 28: 23 pages. DOI: 10.25159.1947-9417/14676

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Hlatshwayo, M. N. (2022) Decolonising the university: Some thoughts on recontextualising knowledge, in M. N. Hlatshwayo, H. Adendorff, M. A. L. Blackie, A. Fataar & P. Maluleka (Eds.) Decolonising Knowledge and Knowers, Routledge, 47–64. DOI: 10.4324/9781003106968-4

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Blackie, M. A. L. & Adendorff, H. (2022) A decolonial science education: How do we move forward? in M. N. Hlatshwayo, H. Adendorff, M. A. L. Blackie, A. Fataar & P. Maluleka (Eds.) Decolonising Knowledge and Knowers, Routledge, 103–120. DOI: 10.4324/9781003106968-7

Adendorff, H. & Blackie, M. A. L. (2022) Decolonization and science education: What is at stake? in M. N. Hlatshwayo, H. Adendorff, M. A. L. Blackie, A. Fataar & P. Maluleka (Eds.) Decolonising Knowledge and Knowers, Routledge, 83–102. DOI: 10.4324/9781003106968-6

Adendorff, H. & Blackie, M. A. L. (2022) Decolonization and science education: What is at stake? in M. N. Hlatshwayo, H. Adendorff, M. A. L. Blackie, A. Fataar & P. Maluleka (Eds.) Decolonising Knowledge and Knowers, Routledge, 83–102. DOI: 10.4324/9781003106968-6

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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 & Today, 27: 65-89. DOI: 10.17159/2223-0386/2022/n27a3

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Matabane, M. E., Matabane, R. B., Moloi, T. J., & Sibaya, K. T. (2022). The Exploring Factors that Teachers View as Hindering Quality in Teaching and Learning at a TVET College. Research in Educational Policy and Management, 4(1): 51 – 64.

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Madondo, N.E., Khumalo, L. & Mbili, Z. (2023). Legitimation Code Theory as a Lens for Students’ Academic Support at Mangosuthu University of Technology. Proceedings of The Focus Conference (TFC 2022): 72 – 86.

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See chapter here.

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