Maton, K. (PhD, 2005) The Field of Higher Education: A sociology of reproduction, transformation, change and the conditions of emergence for cultural studies, University of Cambridge, UK.
Martin, J.L. (PhD, 2013) On Notes and Knowers: The representation, evaluation and legitimation of jazz, Discipline of Linguistics, University of Adelaide, Australia.
McCartney, P. (PhD, 2016) Shanti Mandir: Authenticity, economy and emotion in a yoga ashram, School of Culture, History and Language, College of Asia and the Pacific, Australian National University, Australia.
McNamara, M. (EdD, 2008) Of Bedpans and Ivory Towers: The discursive construction of the nursing academic, The Open University, UK.
Larsen, V. (PhD, 2014) Disciplinarity and Inter-disciplinarity in Problem Based Learning [Faglighed og Problembaseret Læring: Vidensstrukturer i professionsuddannelser], Institut for Planlægning, Aalborg Universitet, Denmark. [Danish language]
Hollis-Turner, S.L. (EdD, 2015) Educating for Employability in Office Environments, Cape Peninsula University of Technology, South Africa.
Glenn, E. (PhD, 2016). From Clashing to Matching: Examining the legitimation codes that underpin shifting views about climate change, Institute for Sustainable Futures, University of Technology Sydney, Australia.
Giloi, S. (PhD, 2016) The Knowledge-Knower Structures Used in the Assessment of Graphic Design Practical Work in a Multi-Campus Context, Rhodes University, South Africa.
Georgiou, H. (PhD, 2014) Doing Positive Work: On student understanding of thermodynamics, Faculty of Science, University of Sydney, Australia
Fagan, D. (PhD, 2014) Social Construction of Pedagogical ICT Discourse: The case of a university of technology in South Africa, University of Cape Town, South Africa.
Doran, Y. J. (PhD, 2016) Knowledge in Physics Through Mathematics, Image and Language, Dept of Linguistics, University of Sydney, Australia.
Chen, R. (PhD, 2010) Knowledge and knowers in online learning: Investigating the effects of online flexible learning on student sojourners, Faculty of Education, University of Wollongong, Australia.
Clarence, S. (PhD, 2014) Enabling Cumulative Learning Through Teaching: A Legitimation Code Theory analysis of pedagogic practice in law and political science, Rhodes University, South Africa.
Carroll, C. (PhD, 2017) Playing the field: An Australian case study of student popular musicians’ informal learning in senior secondary classroom music education, Sydney Conservatorium of Music, University of Sydney, Australia.
Carvalho, L. (PhD, 2010) A Sociology of Informal Learning in/about Design, Faculty of Architecture, Design & Planning, University of Sydney, Australia.
Blunden, J. (PhD, 2017) The Language with Displayed Art(efacts): Linguistic and sociological perspectives on meaning, accessibility and knowledge-building in museum exhibitions, University of Technology, Sydney, Australia.
Blickem, C. (PhD, 2014). The Recontextualisation of Architecture and Accounting Education: Views from the academy and the professions, University of Waikato, New Zealand.
Arbee, A. (PhD, 2012) Knowledge and Knowers in the Discipline of Marketing at the University of KwaZulu-Natal, University of KwaZulu-Natal, South Africa.
Steyn, D. (Mphil, 2012) Conceptualizing Design Knowledge and its Recontextualization in the Studio Work Component of a Design Found Curriculum, School of Education, University of Cape Town, South Africa.
Love, D. (MA, 2016) Any tool works if you are using the language: The role of knowledge in ICT integration in a Johannesburg private school, School of Education, University of the Witwatersrand, South Africa.
Louw, G. (Mphil, 2010) Conceptualising Differentiated Forms of Knowledge: The Medical (MBChB) Curriculum of the University of Cape Town. School of Education, University of Cape Town, South Africa.
Enderstein, B. (Mphil, 2015) An Analysis of Curriculum Knowledge in an Introductory Actuarial Science Course, School of Education, University of Cape Town, South Africa.
Behardien, I. (MPhil, 2014) ‘Who They Are’ or ‘What and How they Know’: An investigation by a fine art lecturer into the basis of her own legitimacy, School of Education, University of Cape Town, South Africa.
Martin, J.R. (2009) Realisation, instantiation and individuation: Some thoughts on identity in youth justice conferencing. DELTA – Documentaá_o de Estudos em Linguistica Teorica e Aplicada 25: 549–583.
Lamont, A. & Maton, K. (2008) Choosing music: Exploratory studies into the low uptake of music GCSE, British Journal of Music Education 25(3): 267–282.
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Meidell Sigsgaard, A.V. (2013). ”Hvad skal jeg skrive nu? ‐ Det må du selv vide…” – udvekslingsstrukturanalyse af samtaler mellem lærere og elever i undervisningen af dansk som andetsprog og historie. Nordand, 8(1). [Danish language] See article here.
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Poulet, C. (2016) Knowledge and knowers in tacit pedagogic contexts: The case of Freemasonry in France, in K. Maton, S. Hood & S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory (pp. 214–230), London: Routledge. See chapter here.
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Christie, F. (2016) Secondary school English literary studies: Cultivating a knower code, in K. Maton, S. Hood and S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory (pp. 158–175), London: Routledge. See chapter here.
Puttick, S. (2017) Student teachers’ positionalities as knowers in school subject departments, British Educational Research Journal, 44(1): 25–42.
Ellery, K. (2017) A code theory perspective on science access: Clashes and conflicts, South African Journal of Higher Education, 31(3): 82–98.
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Blackie, M. (2017) Semantic waves and pedagogic frailty, in I.M. Kinchin, N.E. Winstone (eds) Pedagogic Frailty and Resilience in the University (pp. 49–61), Rotterdam: Sense Publications. See full chapter here.
Mckenna, S., Quinn, L and & Vorster, J. (2018) Mapping the field of Higher Education Research using PhD examination reports, Higher Education Research & Development, 37(3): 579–592.
Clarence, S. (2016) Knowledge-building: Educational studies in Legitimation Code Theory, Innovations in Education and Teaching International, 53(6), 671–672.
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Wolff, K. (2017) Throwing the baby out with the bathwater? The role of fundamentals in 21st century engineering education, Global Engineering Education Conference, Athens, Greece, April.
Wolff, K. (2017) The manufacturing sector’s response to the lack of appropriate technical expertise in South Africa, Fourth biennial conference of the South African Society for Engineering Education, Cape Town, South Africa, June.
Wolff, K. (2017) A language for the analysis of disciplinary boundary crossing: Insights from engineering problem-solving practice, Teaching in Higher Education, 23(1): 104–119.
Winberg, C., Jacobs, C. & Wolff, K. (2017) Building knowledge and knowers in writing retreats: Towards developing the field of higher education teaching and learning, South African Journal of Higher Education, 31(2): 22–39.
Vidal Lizama, M. (2017) Knowledge in your classroom: A model of analysis for specialisation codes in classroom discourse, Onomázein, March: 149–178.
Jackson, F. (2017) Plotting pedagogy in a rural South African english classroom: A Legitimation Code Theory analysis, Per Linguam, 33(2):1–21.
Ellery, K. (2017) Conceptualising knowledge for access in the sciences: Academic development from a social realist perspective, Higher Education, 74(5): 915–931.
Clarence, S. & McKenna, S. (2017) Developing academic literacies through understanding the nature of disciplinary knowledge, London Review of Education, 15(1): 38–49.
Anson, D. (2017) Examining the examiners: The state of senior secondary English examinations in Australia, Second International Legitimation Code Theory Conference, Sydney, Australia, July.
Wolff, K. (2016) The innovative use of a problem-solving research model to support academic work, Teaching & Learning Conference, Central University of Technology, South Africa, June.
Van Heerden, M., Clarence, S. & Bharuthram, S. (2016) What lies beneath: Exploring the deeper purposes of feedback on student writing through considering disciplinary knowledge and knowers, Assessment & Evaluation in Higher Education, 42(6): 967–977.
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): 781–90.
Vahed, A. (2016) Legitimating supervision from different academic territories: An auto-ethnographic account, in M. Fourie-Malherbe, R. Albertyn, C. Aitchison, E. Bitzer (eds), Postgraduate Supervision: future foci for the knowledge society (pp. 367–380), Stellenbosch: SUN MeDIA
Toll, M. (2016) Unpacking the black box: The climate sceptic blogosphere and the idealization of knowledge, The Australian Sociological Association Conference, Australian Catholic University, Melbourne, Australia, November.
McPherson, J., Tong, J.L., Fatt, S.J. & Liu, Y.T. (2016) Student perspectives on data provision and use: Starting to unpack disciplinary differences, Proceedings of the Sixth International Conference on Learning Analytics & Knowledge (pp. 158–67), New York: ACM. (Slides available)
Ellery, K. & Boughey, C. (2016) Promoting epistemic and learning-context access in a science foundation course: Supporting student learning. Higher Education Conference (HEC2016), Amsterdam, Netherlands, July.
Clegg, S. (2016) The necessity and possibility of powerful ‘regional’ knowledge: Curriculum change and renewal, Teaching in Higher Education, 21(4): 457–470.
Clarence, S. (2016) Knowledge and knowers in teaching and learning: An enhanced approach to curriculum alignment, Journal of Education, 66: 65–84.
Arbaugh, J.B., Fornaciari, C.J., & Hwang, A. (2016) Identifying research topic development in business and management education research using Legitimation Code Theory, Journal of Management Education, 40(6): 654–691.
Wolff, K. (2015) Insights into conceptual and contextual engineering problem-solving practices in the 21st century: Some implications for curriculum redesign, Proceedings of the 3rd Biennial Conference of the South African Society for Engineering Education (pp. 189–198). Durban: SASEE.
Jackson, F. (2015) Using Legitimation Code Theory to track pedagogic practice in a South African English home language poetry lesson, Journal of Education, 63: 29–54.
Cheung, L. M. E. (2015) Legitimising the knower’s multiple voices in Applied Linguistics postgraduate written discourse, TESOL International Journal, 10(1): 62–76.
Carvalho, L., Dong, A. & Maton, K. (2015) Foregrounding knowledge in e-learning design: An illustration in a museum setting, Australian Journal of Educational Technology, 31(3): 328–348.
Tang, B. (2015) Disciplinary variation in the discourse functions of 1st person plural women in research articles, Foreign Language Education & Research, 4: 1–7. [Chinese language]
Tang, B. (2015) On the complementarity between the theory of individuation and the principle of “Specialization”: A study based on the formation of coding orientations, Foreign Language Education, 36(6): 19–23. [Chinese language]
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Toll, M. (2014) Discerning knowers: Exploring university students’ perceptions of knowledge claims, The Australian Sociological Association Conference Proceedings, University of South Australia, Adelaide, November.
Thomson, E. (2014) Special Report: Towards inclusion: Language use in the Department of Defence, Canberra: Australian Strategic Policy Institute.
Thomson, E. (2014) Battling with Words: A study of language, diversity and social inclusion in the Australian Department of Defence, Canberra: Australian Government, Department of Defence.
Quinn, L. & Vorster, J. (2014) Isn’t it time to start thinking about ‘developing’ academic developers in a more systematic way?, International Journal for Academic Development, 19(3): 255–258.
Cao, F. & Hu, G. (2014) Interactive metadiscourse in research articles: A comparative study of paradigmatic and disciplinary influences, Journal of Pragmatics, 66: 15–31.
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Singh, V. & Gero, J.S. (2013) Developing a multi-agent model to study the social formation of design practice. In Chakrabarti, A. & Prakash, R.V. (Eds.), ICoRD’13 Global Product Development (pp. 631–641). Berlin: Springer.
Martin, J.R., Zappavigna, M., Cleirigh, C. & Dwyer, P. (2013) Users in uses of language: Embodied identity in Youth Justice Conferencing, Text and Talk, 33(4–5): 467–496.
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Larsen, V. (2013) Transversal knowledge formations in Professional Bachelor Education employing Problem Based Learning (PBL), Journal of Problem Based Learning in Higher Education, 1(1): 53–71.
Meidell Sigsgaard, A-V. (2012) Who has the knowledge if not the primary knower? Using exchange structure analysis to cast light on particular pedagogic practices in teaching Danish as a Second Language and History, in Knox, J. (ed) To Boldly Proceed: Papers from the 39th International Systemic Functional Congress, Sydney: ISFC.
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Hood, S. (2011) Keynote: Travelling into interdisciplinary space: Making sense of worlds of difference, International Systemic Functional Congress, Lisbon, July. (Slides available)
Hood, S. (2011) Writing discipline: Comparing inscriptions of knowledge and knowers in academic writing. In Christie, F. & Maton, K. (eds), Disciplinarity: Functional linguistic and sociological perspectives (pp. 106–128). London: Continuum.
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