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Legitimation Code Theory

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Tag: specialization

Moosa, M. & Langsford, D. (2021) “I haven’t had the fun that is portrayed”: First-year student expectations and experiences of starting at university, Journal of Education: Special Issue on Knowledge-Building and Knowers in Educational Practices, 83: 127–145.

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Rusznyak, L., Hlatshwayo, M. N., Fataar, A., & Blackie, M. (2021) Knowledge-building and knowers in educational practices, Journal of Education: Special Issue on Knowledge-Building and Knowers in Educational Practices, 83: 1–12.

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Braz de Carvalho, M. & Galian, C. V. A. (2021) The National Common Core Curriculum in Brazil: the power of knowledge linked to music, International Studies in Sociology of Education: 1–23. DOI: 10.1080/09620214.2021.1953396

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Tilakaratna, N. & Szenes, E. (2020) (Un)critical reflection: Uncovering hidden disciplinary values in social work and business reflective writing assignments, in Winberg, C., McKenna, S. Wilmot, K. (eds), Building knowledge in higher education: Enhancing teaching and learning with Legitimation Code Theory, Routledge (pp. 105–125).

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Tweed, B. (2021) The doing of curriculum mathematics: the case of an Indigenous Māori school in Aotearoa/New Zealand, British Journal of Sociology of Education, DOI: 10.1080/01425692.2021.1941764

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Tang, B. 2020. The Specialization Codes and the Semantic Resources for the Formation of Coding Orientations, in Lai, L. T., Yan, M. & Wang, G. (eds) Educational Linguistics Studies (Second Volume), Shanghai: East China Normal University Press (pp. 80-98).

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Westerlund, R. & Besser, S. (2021) Reconsidering Calkins’ Process Writing Pedagogy for Multilingual Learners: Units of Study in a Fourth Grade Classroom, WCER Working Paper No. 2021-4

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Cowley-Haselden, S. (2021) 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.

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Ncube, K. (PhD, 2020) In Marketing, it’s either you have it or you don’t: A study of knowledge and knowers legitimated in the Marketing diploma curriculum in South Africa, Rhodes University, South Africa.

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McPhail, G. & McNeill, J. (2021) Some direction: towards a C21 secondary school curriculum, Music Education Research, DOI: 10.1080/14613808.2021.1904232

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Vernon, Esther K. L. F. (2021) Could Legitimation Code Theory offer practical insight for teaching disciplinary knowledge? A case study in geography, The Curriculum Journal, 00: 1–26.

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Evans, R., Moses, J. & Nathans-Kelly, T. M. (2020) Developing best practices for teaching scientific documentation: Toward a better understand of how lab notebooks contribute to knowledge-building in engineering design and experimentation, ASEE 2020. DOI: 10.18260/1-2–34426

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Carver, M. (PhD, 2020) African music, knowledge, and curriculum: applying Bernsteinian and Legitimation Code Theory to South African music curricula, Faculty of Humanities, University of the Witswatersrand

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Jackson, G. (2021) Axiological constellations in literary response writing: Critical SFL praxis in an ELA classroom, Language and Education. DOI: https://doi.org/10.1080/09500782.2020.1856132

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Arbuckle, K. (2020) Between a Formalist Rock and a Contextually Hard Place: The Gaps and Tensions Challenging Visual Arts Curricula in South African Higher Education, Critical Arts, 34 (5): 139–152.

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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.

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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.

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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)

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

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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.

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

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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.

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

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

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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.

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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).

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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.

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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.

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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.

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

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

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

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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.

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

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

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

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Bean, J. (2020) Coding Knowledge, Interactions, 27 (1): 24–25. DOI: 10.1145/3371279

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Bratland, E. (2019) Neoliberal reforms, knowledge and the sociology of education: What concept of knowledge is behind neoliberal education reforms, and what are the organizational principles underlying this type of knowledge?, Edukacja Humanistyczna, 41 (2): 151–168.

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

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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.

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

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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.

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Portman, D. & Abu-Rass, R. (2019) Student teaching practicum: are we doing it the right way?, Journal of Education for Teaching, 45 (5): 553–566.

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Ward, T. (2019) Life after taking the Myers-Briggs type indicator tool: A discourse analysis of the r/mbti SubReddit community, Laridae, 1: 18–24.

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Tilakaratna, N. L., Brooke, M. & Monbec, L. (2019) Reflective Writing Across The Disciplines: Challenging Western Critical Thinking Models In The Asian Context, Asian Journal of the Scholarship of Teaching and Learning, 9 (2): 119–141.

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Monbec, L. (2019) Theoretical Frameworks For A Qualitative Study of Transfer, Asian Journal of the Scholarship of Teaching and Learning, 9 (2): 142–166.

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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.

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Maton, K. (2019) Para pensar como Bourdieu: Completando a ‘revolução mental’ com a Teoria dos Códigos de Legitimação, InterMeio: Revista do Programa de Pós-Graduação em Educação-UFMS 25(49): 15–36.

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Sevnarayan, K. (2019) A case study of knowledge structures and pedagogic practices in English Education and English Literary Studies at a South African university, Journal for Language Teaching, 53 (1): 173–193. DOI: 10.4314/jlt.v53i1.8

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Giloi, S. & Quinn, L. (2019) Assessment of Sustainable Design: The Significance of Absence, The Design Journal, 22 (6): 833–851. DOI: 10.1080/14606925.2019.1651601

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Conana, H. & Marshall, D. (2019) Supporting Student Learning in Foundation Programmes and Beyond: Using Legitimation Code Theory as a Theoretical Lens to Think about Transition, Alternation, 26 (2): 183–212. DOI: 10.29086/2519-5476/2019/v26n2a9

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Morreira, S. (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): 161–182. DOI: 10.29086/2519-5476/2019/v26n2a8

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Kirk, S. (PhD, 2019) Enacting the Curriculum in English for Academic Purposes: A Legitimation Code Theory Analysis, Durham University.

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Strydom, S. and Fourie-Malherbe, M. (2019), Pluralism as a Vehicle for Theory-building in Educational Technology Research, in Huisman , J. & Tight, M. (eds) Theory and Method in Higher Education Research (pp. 173–191). Emerald Publishing Limited.

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Klassen, M. & Case, J. M. (2019) Legitimating Engineering Education Research: A View from Sociology of Knowledge, Research in Engineering Education Symposium, Cape Town, South Africa.

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Martin, J. R., Maton, K. & Doran, Y. J. (2020) Accessing Academic Discourse: Systemic Functional Linguistics and Legitimation Code Theory, London: Routledge.

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Carroll, C. (2019) ‘Illiterate’ musicians: an historic review of curriculum and practice for student popular musicians in Australian senior secondary classrooms, British Journal of Music Education: 1–17. DOI: https://doi.org/10.1017/S0265051719000196

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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.

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Juárez Pacheco, S. & Gage, O. (2019) Legitimate codes of exchange: Gaining awareness from transnational inquiry, 29th European Systemic Functional Linguistics Conference, Portugal.

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

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

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McPhail, G. & McNeill, J. (2019) One direction: a future for secondary school music education?, Music Education Research, 22 (4): 432–446.

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Last, D., Morris, T. & Dececchi, B. (2019) Preparing for future security challenges with practitioner research, Security and Defence Quarterly, 24(2). DOI: 10.35467/sdq/103345

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Hu, G. & Liu, Y. (2018) Three minute thesis presentations as an academic genre: A cross-disciplinary study of genre moves, Journal of English for Academic Purposes, 35: 16–30.

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Hao, J. & Hood, S. (2019) Valuing science: The role of language and body language in a health science lecture, Journal of Pragmatics, 139: 200–215.

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Collett, K. S., Von der Heyden, B., Pott, R. W. M. & Stander, J. (2018) A collaborative auto-ethnographic exploration of socially just practices by new academics in two South African higher education institutions, South African Journal of Higher Education, 32(6): 582‒603

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Winberg, C., Wright, J., Wolff, K. E., Pallitt, N., Bozalek, V. G. and Conana, H. (2018) Critical interdisciplinary dialogues: Towards a pedagogy of well-being in STEM disciplines and fields, South African Journal of Higher Education, 32(6): 270–287.

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Hu, G. (2018) Disciplinary knowledge making and academic discourse, in Y., Leung, J., Katchen, S., Hwang, & Y., Chen (eds.), Reconceptualizing English language teaching and learning in the 21st century (pp. 553–573). Taipei: Crane Publishing.

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Steffensen, T. & Hull Havgaard, M. (2018) Knowledge and behaviour management in the multi-ethnic classroom: An ethnographic study of teachers’ classroommanagement strategies and minority pupils’ participation in different school subjects, Ethnography and Education, DOI: 10.1080/17457823.2018.1519401

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Wolff, K. (2018) Researching the engineering theory-practice divide in industrial problem solving, European Journal of Engineering Education, DOI: 10.1080/03043797.2018.1516738

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Monbec, L. (2018) Designing an EAP curriculum for transfer: A focus on knowledge, Journal of Academic Language & Learning, 12(2): 88–101.

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Ruszynak, L. (2018) What messages about teacher professionalism are transmitted through South African pre-service teacher education programmes?, South African Journal of Education, 38 (3), 1–11.

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Aris, S. (2017) Indian tigers: What high school selection by parents pursuing academic performance reveals about class culture and migration, Journal of Ethnic and Migration Studies, 43(14): 2440-2455.

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Vahed, A., McKenna, S. & Singh, S. (2016) Linking the ‘know-that’ and ‘know-how’ knowledge through games: a quest to evolve the future for science and engineering education, Higher Education, 71(6): 781–790.

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Hay, C. (2016) Knowledge and Knowers, in Knowledge, Creativity and Failure. Creativity, Education and the Arts (pp. 17–46). Cham: Palgrave Macmillan.

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Singh, V. & Gero, J. (2015) How Different Models of Value Change Affect Emergent Patterns in Design Practice: Agent based simulations, in Chakrabarti, A. (ed) ICoRD’15 – Research into Design Across Boundaries Volume 1, Smart Innovation, Systems and Technologies, 34 (pp. 15–25). New Delhi: Springer.

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Zappavigna, M. & Martin, J. (2018) Performing Identity: A Topological Perspective, in Discourse and Diversionary Justice (pp. 245–268). Cham: Palgrave Macmillan.

Zappavigna, M. & Martin, J. (2018) Performing Identity: A Topological Perspective, in Discourse and Diversionary Justice (pp. 245–268). Cham: Palgrave Macmillan.
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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.
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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.
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Kajee, F.A. (PhD, 2018) Knowledge and Knowers in Educational leadership and Management (ELM) Master’s programmes in South Africa, Rhodes University, South Africa.

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McCartney, P. (2018) Śāntamūrti: The legitimate disposition(s) of the ‘Temple of Peace’ social network, Annual Papers of the Anthropological Institute, 18: 65–104.

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Luckett, K. (2018) Gazes in the post-colony: an analysis of African philosophies using Legitimation Code Theory, Teaching in Higher Education: 1–15.

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Ellery, K. (2018) Legitimation of knowers for access in Science, Journal of Education, 71: 24–38. DOI: http://dx.doi.org/10.17159/2520-9868/i71a02

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Maton K. (2007) Knowledge–knower structures in intellectual and educational fields, in F. Christie & J.R. Martin (eds) Language, Knowledge and Pedagogy: Functional linguistic and sociological perspectives (pp. 87–108). London: Continuum.

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Hollis-Turner, S. (2017) Attributes for the field of practice of the administrator and office manager, Journal of Education, 70: 88–107.

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Maton, K. (2010) Segmentalism: The problem of building knowledge and creating knowers, in Frandji, D. & Vitale, P. (eds) Knowledge, Pedagogy & Society: International perspectives on Basil Bernstein’s sociology of education (pp. 126–139). Abingdon: Routledge.

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Maton, K. (2010) Analysing knowledge claims and practices: Languages of legitimation, in Maton, K. & Moore, R. (eds) Social Realism, Knowledge and the Sociology of Education: Coalitions of the mind (pp. 35–59). London: Continuum.

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Maton, K. (2010) Canons and progress in the arts and humanities: Knowers and gazes, in Maton, K. & Moore, R. (eds) Social Realism, Knowledge and the Sociology of Education: Coalitions of the mind (pp. 154–178). London: Continuum.

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Freebody, P., Maton, K., & Martin, J. (2008) Talk, text and knowledge in cumulative, integrated learning: A response to ‘intellectual challenge’, Australian Journal of Language and Literacy, 31: 188–201.

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Christie, F., Martin, J., Maton, K. & Muller, J. (2007) Taking stock: Future directions in research in knowledge structure, in Christie, F. & Martin, J. (eds) Language, Knowledge and Pedagogy: Functional linguistic and sociological perspectives (pp. 237–258). London: Continuum.

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Maton K. (2007) Knowledge-knower structures in intellectual and educational fields, in Christie, F. & Martin, J. (eds) Language, Knowledge and Pedagogy: Functional linguistic and sociological perspectives (pp. 87–108).  London: Continuum.

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Maton, K. (2006) On knowledge structures and knower structures, in Moore, R., Arnot, M., Beck, J. & Daniels, H. (eds) Knowledge, Power and Educational Reform: Applying the sociology of Basil Bernstein (pp. 44–59). London:Routledge.

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Maton, K. (2004) The wrong kind of knower: Education, expansion and the epistemic device, in Muller, J., Davies, B., & Morais, A. (eds) Reading Bernstein, Researching Bernstein (pp. (218–231). London: Routledge.

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Maton, K. (2002) Popes, Kings and cultural studies: Placing the commitment to non-disciplinarity in historical context, in Herbrechter, S. (ed.) Cultural Studies: Interdisciplinarity and translation (pp. 31–53). Amsterdam: Rodopi.

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Moore, R. & Maton, K. (2001) Founding the sociology of knowledge: Basil Bernstein, intellectual fields and the epistemic device, in Morais, A., Neves, I., Davies, B. & Daniels, H. (eds) Towards a Sociology of Pedagogy: The contribution of Basil Bernstein to research (pp. 153–182). New York: Peter Lang.

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Vorster, J-A. (PhD, 2010) A Social-Realist Analysis of Collaborative Curriculum Development Processes in an Academic Department at a South African University, Rhodes University, South Africa.

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Wolff, K. (PhD, 2015) Negotiating Disciplinary Boundaries in Engineering Problem-Solving Practice, University of Cape Town, South Africa.

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

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Vahed, A. (D.Tech, 2014) Ensuring Quality Pedagogy through Games in Dental Technology at a Selected University of Technology, Durban University of Technology, South Africa.

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