specialization – Legitimation Code Theory

Tang, B. (2020) The Specialization codes and the Semantic resources for the formation of coding orientations, in L. T. Lai, M. Yan & G. Wang (eds.), Educational Linguistics Studies (Second Volume), East China Normal University Press, 80-98.

Tang, B. (2020) The Specialization codes and the Semantic resources for the formation of coding orientations, in L. T. Lai, M. Yan & G. Wang (eds.), Educational Linguistics Studies (Second Volume), East China Normal University Press, 80-98.

Liu, C. & Tang, H. (2020) The popularization of legal language from the perspective of Legitimation Code Theory. Applied Linguistics, 1: 50-58. DOI: 10.16499/j.cnki.1003-5397.2020.01.006

Winberg, C. & Winberg, S. (2023) ‘There’s a machine on the team’: Employers’ perspectives on graduate employability in digitised workplaces. European Society for Engineering Education (SEFI). DOI: 10.21427/RVYE-C090

Winberg, C. & Winberg, S. (2023) ‘There’s a machine on the team’: Employers’ perspectives on graduate employability in digitised workplaces. European Society for Engineering Education (SEFI). DOI: 10.21427/RVYE-C090

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

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

Hindhede, A. L. & Højbjerg, K. (2022) Disciplinary knowledge, pedagogy, and assessment in non-university marine engineering education – consequences for student academic success. Teaching in Higher Education. DOI: 10.1080/13562517.2022.2067746

Hindhede, A. L. & Højbjerg, K. (2022) Disciplinary knowledge, pedagogy, and assessment in non-university marine engineering education – consequences for student academic success. Teaching in Higher Education. DOI: 10.1080/13562517.2022.2067746

Martin, J. L. & Walsh Marr, J. (2024) Framing the looking glass: Reflecting constellations of listening for inclusion, in N. Tilakaratna & E. Szenes (Eds.), Demystifying Critical Reflection: Improving Pedagogy and Practice with Legitimation Code Theory, Routledge, 189-206. DOI: 10.4324/9781003177210-13

Martin, J. L. & Walsh Marr, J. (2024) Framing the looking glass: Reflecting constellations of listening for inclusion, in N. Tilakaratna & E. Szenes (Eds.), Demystifying Critical Reflection: Improving Pedagogy and Practice with Legitimation Code Theory, Routledge, 189-206. DOI: 10.4324/9781003177210-13

Cowley-Haselden, S., & Monbec, L. (2019). Emancipating ourselves from mental slavery: Affording knowledge in our practice. In BALEAP 2017 Conference Proceedings.

Cowley-Haselden, S. & Monbec, L. (2017) Emancipating ourselves from mental slavery Affording knowledge in our practice. In BALEAP 2017

Pountney, R. (2019) Sharing and building the higher education curriculum: Course design in an open and collegial context, European Journal of Curriculum Studies.

Tilakaratna, N. & Szenes, E. (2024) Seeing knowledge and knowers in critical reflection: Legitimation Code Theory, in N. Tilakaratna & E. Szenes (Eds.), Demystifying Critical Reflection: Improving Pedagogy and Practice with Legitimation Code Theory, Routledge, 1-17. DOI: 10.4324/9781003177210-1

Tilakaratna, N. & Szenes, E. (2024) Seeing knowledge and knowers in critical reflection: Legitimation Code Theory, in N. Tilakaratna & E. Szenes (Eds.), Demystifying Critical Reflection: Improving Pedagogy and Practice with Legitimation Code Theory, Routledge, 1-17. DOI: 10.4324/9781003177210-1

Kasztalska, A. & Maune, M. (2024) “What authority I have?”: Analyzing legitimation codes of English composition ITAs, in M. Tseptsura & T. Ruecker (Eds.), Nonnative English-speaking Teachers of U.S. College Composition: Exploring Identities and Negotiating Indifference, University Press of Colorado, 97-114. DOI: 10.37514/INT-B.2024.2142.1.3

Kasztalska, A. & Maune, M. (2024) “What authority I have?”: Analyzing legitimation codes of English composition ITAs, in M. Tseptsura & T. Ruecker (Eds.), Nonnative English-speaking Teachers of U.S. College Composition: Exploring Identities and Negotiating Indifference, University Press of Colorado, 97-114. DOI: 10.37514/INT-B.2024.2142.1.3

Bean, J. (2022) Cracking the Code: A new perspective on architectural education. ACSA 110th Annual Meeting – EMPOWER (May 18-20, 2022).

Dai, F. & Liu, C. (2023) The Specialization and Semantics interpretation of Teacher talk of civil engineering English MOOC in China: The Legitimation Code Theory perspective. Journal of Languages and Language Teaching, 11(3): 405-418. DOI: 10.33394/jollt.v%vi%i.7974

Dai, F. & Liu, C. (2023) The Specialization and Semantics interpretation of Teacher talk of civil engineering English MOOC in China: The Legitimation Code Theory perspective. Journal of Languages and Language Teaching, 11(3): 405-418. DOI: 10.33394/jollt.v%vi%i.7974

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

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

Poulet, C. (2016) Knowledge and knowers in tacit pedagogic contexts: Freemasonry in France, in K. Maton, S. Hood, & S. Shay (Eds.) Knowledge-building: Educational studies in Legitimation Code Theory, Routledge, 214–230.

Poulet, C. (2016) Knowledge and knowers in tacit pedagogic contexts: Freemasonry in France, in K. Maton, S. Hood, & S. Shay (Eds.) Knowledge-building: Educational studies in Legitimation Code Theory, Routledge, 214–230.

Hood, S. (2016) Ethnographies on the move, stories on the rise: Methods in the humanities, in K. Maton, S. Hood, & S. Shay (Eds.) Knowledge-building: Educational studies in Legitimation Code Theory, Routledge, 117–137.

Hood, S. (2016) Ethnographies on the move, stories on the rise: Methods in the humanities, in K. Maton, S. Hood, & S. Shay (Eds.) Knowledge-building: Educational studies in Legitimation Code Theory, Routledge, 117–137.

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.

Pereira, M. V. M. (2023) Um bom professor de música: uma análise das percepções de licenciandos mineiros. Congressa da Anppom: São João del-Rei, 23(27): 1-14.

Morton, T. & Nashaat-Sobhy, N. (2024) Exploring bases of achievement in content and language integrated assessment in a bilingual education program. TESOL Quarterly, 58(1): 5-31.

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.

Wilmot, K., Iqani, M. & Madondo, N. (2023) Science and language, knowledge and power. South African Journal of Science, 119(11/12): 16909. DOI: 10.17159/sajs.2023/16909

Landqvist, M. & Blåsjö, M. (2024) Collaboration, reinvented tools and specialist knowledge: Communication professionals’ experiences of global health crisis management. Discourse & Communication, 1-21. DOI: 10.1177/17504813241227590

Landqvist, M. & Blåsjö, M. (2024) Collaboration, reinvented tools and specialist knowledge: Communication professionals’ experiences of global health crisis management. Discourse & Communication, 1-21. DOI: 10.1177/17504813241227590

Kabel, K. (2021) Year 8 students’ interpretations of short stories in the Danish L1 literature classroom: Distinct ways of writing and knowing. L1-Educational Studies in Language and Literature, 21: 1-27. DOI: 10.17239/L1ESLL-2021.21.02.19

Kabel, K. (2021) Year 8 students’ interpretations of short stories in the Danish L1 literature classroom: Distinct ways of writing and knowing. L1-Educational Studies in Language and Literature, 21: 1-27. DOI: 10.17239/L1ESLL-2021.21.02.19

Hatisaru, V., Seen, A. & Fraser, S. (2022) Regarding STEM: Perceptions of academics revealed in their drawings and text. In N. Fitzallen, C. Murphy, V. Hatisaru & N. Maher (Eds.), Mathematical Confluences and Journeys (Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia, July 3-7): pp. 258-265. Launceston: MERGA.

Hatisaru, V., Seen, A. & Fraser, S. (2022) Regarding STEM: Perceptions of academics revealed in their drawings and text. In N. Fitzallen, C. Murphy, V. Hatisaru & N. Maher (Eds.), Mathematical Confluences and Journeys (Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia, July 3-7): pp. 258-265. Launceston: MERGA.

Knoetze, R. (2023) Cultivating criticality in a neoliberal system: A case study of an English literature curriculum at a mega distance university. Higher Education. DOI: 10.1007/s10734-023-01084-y

Preciado Lloyd, P. N., Amador, L. M. G. & Diaz Loyo, A. C. (2022) Las reglas del juego de la denuncia por acoso sexual: Alineación de puntos de vista en la implantación de políticas públicas. In O. V. Guzman, M. M. Carillo Huerta & S. F. Gonzalez (Eds.), Retos en la Coyuntura por COVID-19 y la Emergencia Climatica. Montiel & Soriano Editores.

Preciado Lloyd, P. N., Amador, L. M. G. & Diaz Loyo, A. C. (2022) Las reglas del juego de la denuncia por acoso sexual: Alineación de puntos de vista en la implantación de políticas públicas. In O. V. Guzman, M. M. Carillo Huerta & S. F. Gonzalez (Eds.), Retos en la Coyuntura por COVID-19 y la Emergencia Climatica. Montiel & Soriano Editores.

Wolmarans, N. (2021) The relationship between specialized disciplinary knowledge and its application in the world: A case study in engineering design. In K. Maton, J.L. Martin & Y.J. Doran (Eds.), Teaching Science: Knowledge, Language, Pedagogy. Oxon: Routledge.

Wolmarans, N. (2021) The relationship between specialized disciplinary knowledge and its application in the world: A case study in engineering design. In K. Maton, J.L. Martin & Y.J. Doran (Eds.), Teaching Science: Knowledge, Language, Pedagogy. Oxon: Routledge.

Ellery, K. (2021) Widening access in science: Developing both knowledge and knowers. In K. Maton, J.L. Martin & Y.J. Doran (Eds.), Teaching Science: Knowledge, Language, Pedagogy. Routledge.

Ellery, K. (2021) Widening access in science: Developing both knowledge and knowers. In K. Maton, J.L. Martin & Y.J. Doran (Eds.), Teaching Science: Knowledge, Language, Pedagogy. Oxon: Routledge.

Bratland, E. & El Ghami, M. (2022). Technology and knowledge: In what way are knowledge and teachers’ knowledge practices in subject areas crucial for the integration of technology in education? Nordic Journal of Digital Literacy, 17(3):155–169. DOI: 10.18261/njdl.17.3.2

Elvebakk, L., & Skarstein, D. (2023). Teacher students’ legitimation of teaching activities in the L1 classroom. L1-Educational Studies in Language and Literature, 23: 1-22. DOI: 10.21248/l1esll.2023.23.1.478

Elvebakk, L., & Skarstein, D. (2023). Teacher students’ legitimation of teaching activities in the L1 classroom. L1-Educational Studies in Language and Literature, 23: 1-22. DOI: 10.21248/l1esll.2023.23.1.478

Singh, V. & Gero, J. (2013) Preliminary simulations of scale and value of legitimation in design practice. In Proceedings of the 19th International Conference on Engineering Design (ICED13), Design for Harmonies, vol. 2, Design Theory and Research Methodology, Seoul, Korea, 19–22 Aug 2013.

Elvebakk, L., & Skarstein, D. (2023) Teacher students’ legitimation of teaching activities in the L1 classroom. L1-Educational Studies in Language and Literature, 23, 1-22. DOI httpsdoi.org10.21248l1esll.2023.23.1.478

Bié , G., Mortimer, E. F. & Barreto, L. P. (2002) Aplicando a dimensão da especialização (TCL) ao discurso de agricultores durante uma prática agroecológica. Revista do Programa de Pós-Graduação em Educação: Universidede Federal de Mato Grosso do Sul (pp. 116–140). DOI: https://doi.org/10.55028/intermeio.v28i55

Wartha , E. J. & Torres Melo, S. T. (2022) Relações Sociais e Epistêmicas da Matriz Curricular da Área de Ciencias da Natureza para a Educação de Jovens e Adultos – Ejaem/Se. Revista de Ensino de Ciências e Matemática, 2(1): 78-91.

de Cássia Tavares Silva, F. & de Jesus Leal Ordonez, L. (Eds). (2022) Sociedade, Sociologica e Conhecimento nos Processos da Educação: abordagens dese a teoria dos códigos de legitimação de Karl Maton. Revista do Programa de Pós-graduação em Educação: Universidede Federal de Mato Grosso do Sul. DOI: https://doi.org/10.55028/intermeio.v28i55

Morton, T. & Nashaat-Sobhy, N. (2023). Exploring Bases of Achievement in Content and Language Integrated Assessment in a Bilingual Education Program. TESOL Quarterly: 1 – 27.

Morton-T.-Nashaat-Sobhy-N.-2023.-Exploring-Bases-of-Achievement-in-Content-and-Language-Integrated-Assessment-in-a-Bilingual-Education-ProgramDownload

Morreira (2019) Disruption by curriculum design: Using Steve Biko’s ‘I write what I like’ as a tool for participatory parity in post-apartheid higher education. Alternation, 26(2): 161 – 178.

Morreira-2019-Disruption-by-curriculum-design-Using-Steve-Bikos-I-write-what-I-like-as-a-tool-for-participatory-parity-in-post-apartheid-higher-educationDownload

McKenna, S. & Boughey, C. (2022). Creating Knowledge and Knowers in the Undergraduate Curriculum. African Journal of Inter/Multidisciplinary Studies, 4(11): 4 – 13.

McKenna-S.-Boughey-C.-2022.-Creating-Knowledge-and-Knowers-in-the-Undergraduate-CurriculumDownload

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.

Madondo-N.E.-Khumalo-L.-Mbili-Z.-2023.-Legitimation-Code-Theory-as-a-Lens-for-Students-Academic-Support-at-Mangosuthu-University-of-TechnologyDownload

Juarez-Pacheco, S. & Gage, O. (2021). Legitimate codes of exchange: gaining awareness from transnational inquiry of language acquisition. Proceedings from European Systemic Functional Linguistics Conference: 116 – 133.

Juarez-Pacheco-S.-Gage-O.-2021.-Legitimate-codes-of-exchange-gaining-awareness-from-transnational-inquiry-of-language-acquisitionDownload

Hindhede, A. L. & Hojbjerg, K. (2022). Disciplinary knowledge, pedagogy, and assessment in non-university marine engineering education Consequences for student academic success. Teaching in Higher Education: 1 – 16.

Hindhede, A. L. & Hojbjerg, K. (2022). Disciplinary knowledge, pedagogy, and assessment in non-university marine engineering education Consequences for student academic successDownload

Hatisaru, V., Falloon, G., Seen, A., Fraser, S., Powling, M. & Beswick, K. (2023) Educational leaders perceptions of STEM education revealed by their drawings and texts. International Journal of Mathematical Education in Science and Technology: 1 – 21.

Hatisaru, V., Falloon, G., Seen, A., Fraser, S., Powling, M. & Beswick, K. (2023) Educational leaders perceptions of STEM education revealed by their drawings and textsDownload

Hatisaru, V. (2022). The knowledge produced through student drawings. Frontiers in Psychology, 13:1042383. https://doi.org/ 10.3389/fpsyg.2022.1042383

Hatisaru, V. (2022). The knowledge produced through student drawingsDownload

Elvebakk, L. & Skarstein, D. (2023). Teacher students legitimation of teaching activities in the L1 classroom. L1-Educational Studies in Language and Literature, 23: 1 – 22.

Elvebakk & Skarstein (2023) Teacher students legitimation of teaching activities in the L1 classroomDownload

Cheung, L. M. E. (2022). Conceptualizing Credibility-building Strategies with Specialization for Teaching Advertising Writing. InterMeio: 141 – 161.

Cheung, L. M. E. (2022). Conceptualizing Credibility-building Strategies with Specialization for Teaching Advertising WritingDownload

Bretland, E., El Ghami, M. & Media, M. (2022). Technology and knowledge: In what way are knowledge and teachers knowledge practices in subject areas crucial for the integration of technology. Nordic Journal of Digital Literacy, 17(3): 155 – 169.

Bretland, E., El Ghami, M. & Media, M. (2022). Technology and knowledge. In what way are knowledge and teachers knowledge practices in subject areas crucial for the integration of techDownload