specialisation – Legitimation Code Theory

Hartnett, L. & McNamara, M. (2024) A distinctive profession? Building professional identity and knowledge for intellectual disability nursing education. Journal of Intellectual Disabilities, 0(0): 1-23. DOI: 10.1177/17446295241276637 Hartnett, L. & McNamara, M. (2024) A distinctive profession. Building professional identity and knowledge for intellectual disability nursing education

Tag: specialisation

Hartnett, L. & McNamara, M. (2024) A distinctive profession? Building professional identity and knowledge for intellectual disability nursing education. Journal of Intellectual Disabilities, 0(0): 1-23. DOI: 10.1177/17446295241276637

Ouyang, Q. & Yu, Y. & Fu, A. (2020). Building disciplinary knowledge through multimodal presentation: A case study on China’s first interpreting Massive Online Open Course (MOOC), Babel: 1–19. DOI: 10.1075/babel.00176.ouy.

Cornell, A. S. & Padayachee, K. (2020) Re-visioning the postgraduate preparation of theoretical physicists: An autoethnographic account using the Specialisation dimension of Legitimation Code Theory. arXiv preprint arXiv:2010.07666.

Martin, J. L. (2012) The jazz is strong in this one: Presentation and positioning of knowers in performance student texts, in J. Knox (Ed.) To Boldly Proceed: Papers from the 39th International Systemic Functional Congress (pp. 3–8)

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

Lipovsky, C. (2020) Shaping learning for young audiences: A comparative case study of children’s texts from two Parisian museums, Visitor Studies, 23 (2): 237–265.

Doran, Y. (2020) Cultivating values: Knower-building in the humanities, Estudios de Lingüística Aplicada, 169–198.

Langsford, D. (PhD, 2020) ‘Those who can think, teach’: The pedagogical reasoning of pre-service teachers from different initial teacher education pathways, PhD thesis, University of the Witwatersrand, South Africa.

Nagy, N. (2020) Addressing controversy: Changing pre-service teachers’ gazes through an exhibition visit, Journal of Museum Education, 45(3): 273–287.

Aris, S. (PhD, 2020) Understanding school choice: what parents prioritise in high schools, PhD thesis, University of Sydney, Australia.

Cowley-Haselden, S. (2020) Using learner diaries to explore learner relations to knowledge on an English for General Academic Purposes pre-sessional, Journal of Academic Language & Learning, 14 (1): 15–29.

Nofemela, R. & Winberg, C. (2020) The relevance of Kaizen-based work-readiness training for South African University of Technology student, The Journal for Transdisciplinary Research in Southern Africa, 16 (1).

Hung, W. T. (PhD, 2019) Hitting the street: The legitimation of ‘street art’ in visual arts education in New Zealand, PhD thesis, The University of Auckland, New Zealand.

Jackson, F. M. (PhD, 2019) Mapping the pedagogic practice of grade ten English teachers: a qualitative multi-lensed study, PhD thesis, University of Kwazulu-Natal, South Africa.

Nofemela, F. (PhD, 2019) The effect of Kaizen-based training on the work-readiness of graduates from South African universities of technology, PhD thesis, Cape Peninsula University of Technology, South Africa.

Howard, K. (2020) Knowledge practices: Changing perceptions and pedagogies in choral music education, International Journal of Research in Choral Singing, 8: 2–21.

Van Krieken, R., Habibis, B., Smith, P., Hutchins, B., Martin, G. & Maton, K. (2010) Sociology: Themes and perspectives. Fourth Edition. Sydney, Pearson.

Van Krieken, R., Habibis, B., Smith, P., Hutchins, B., Martin, G.. & Maton, K. (2014) Sociology: Themes and perspectives. Fifth Edition. Sydney, Pearson.

Van Krieken, R., Habibis, D., Smith, P., Maton, K., Martin, G., Churchill, B., West, B, & Hanson, E. (2020) Sociology: Themes and perspectives. Seventh Edition. Sydney, Pearson.

Lambrinos, E. (PhD, 2020) Building Ballet: developing dance and dancers in ballet, University of Sydney, Australia.

Lück, J., McKenna, S. & Harran, M. (2019) Curriculating powerful knowledge for public managers and administrators, Africa Education Review, 22 (6): 90–106.

Chemwor, E. (Master, 2017) Knowledge and Knower Structures in relation to Reproductive and Sexual Health in school curricula of Kenya and South Africa, Nelson Mandela University, South Africa.

Luckett, L. (2019) A Critical Self-reflection on Theorising Education Development as ‘Epistemological Access’ to ‘Powerful Knowledge’, Alternation, 26(2): 36–61.

Ellery, K. (2019) Congruence in knowledge and knower codes: The challenge of enabling learner autonomy in a science foundation course, Alternation, 26(2): 213–239.

Martin, J. R., Maton, K. & Doran, Y. J. (2020) Academic discourse: An inter-disciplinary dialogue, in Martin, J. R., Maton, K. & Doran, Y. J. (eds) Accessing Academic Discourse: Systemic functional linguistics and Legitimation Code Theory, London, Routledge, 1–31.

Martin, J. L. (2016) Musicality and musicianship: Specialization in jazz studies, in K. Maton, S. Hood and S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory (pp. 193–213), London: Routledge.

Lamont, A. & Maton, K. (2010) Unpopular music: Beliefs and behaviours towards music in education. In Wright, R. (ed), Sociology and Music Education (pp. 63–80). London: Ashgate.

Maton, K. & Chen, R. T-H. (2020) Specialization codes: Knowledge, knowers and student success, in Martin, J. R., Maton, K. & Doran, Y. J. (eds) Accessing Academic Discourse: Systemic functional linguistics and Legitimation Code Theory, London, Routledge, 35–58.

Jackson, F. (2016) Unraveling high school English literature pedagogic practices: A Legitimation Code Theory analysis, Language and Education, 30(6): 536–553.

Maton, K. (2018) Thinking like Bourdieu: Completing the mental revolution with Legitimation Code Theory. In Albright, J., Hartman, D. & Widin, J. (eds), Bourdieu’s Field Theory and the Social Sciences. Singapore: Palgrave Macmillan.

Winberg, C. (2012) ‘We’re engaged’: Mechanical engineering and the community. In Trowler, P., Saunders, M. & Bamber, V. (eds), Tribes and Territories in the 21st Century: Rethinking the significance of disciplines in higher education (pp. 142–155). London: Routledge.

Chen, R. T-H. (2015) L2 Blogging: Who thrives and who does not?, Language Learning & Technology, 19(2): 177–196.

Anson, D. (2017) Examining the examiners: The state of senior secondary English examinations in Australia, Australian Journal of Language and Literacy, 40(2): 135–145.