LCT

  • Increase font size
  • Default font size
  • Decrease font size

Higher education

LCT is being used to study a wide variety of issues in higher education, including:

  • Academic development
  • Academic literacy
  • Accounting
  • Assessment
  • Autonomy, vocationalism and commercialisation
  • Change in higher education
  • 'Critical thinking'
  • Cultural studies
  • Curriculum
  • Design studies
  • Engineering
  • History
  • Indigenous studies
  • International students
  • Journalism / media studies
  • Nursing
  • Science education (including biology and physics)
  • Sociology
  • Other topics, including music, English, service learning, creative and performing arts, fine art, law, political science, marketing, environmental science, economics


ACADEMIC DEVELOPMENT

Vorster, J-A. & Quinn, L. (2015) Towards shaping the field: Theorising the knowledge in a formal course for academic developers, Higher Education Research & Development, 34(5): 1031–44.

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, Stellenbosch: SUN MeDIA

McKenna, S. (2014) Higher education studies as a field of researchThe Independent Journal of Teaching and Learning, 9: 6–44.

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): 255–8.

Vorster, J. & Quinn, L. (2012) Theorizing the pedagogy of a formal programme for university lecturers, in L.Quinn (Ed.) Re-imagining Academic Staff Development: Spaces for disruption. Stellenbosch: Sun Media.

Vorster, J. & Quinn, L. (2012) Privileging knowledge, creating knowers: An analysis of a formal programme for university lecturers, in L.Quinn (Ed.) Re-imagining Academic Staff Development: Spaces for disruption. Stellenbosch: Sun Medi.


ACADEMIC LITERACIES / ENGLISH FOR ACADEMIC PURPOSES

Brooke, M. (2017) Using 'Semantic Waves' to guide students through the research process: From adopting a stance to sound cohesive academic writing, Asian Journal of the Scholarship of Teaching and Learning, 7(1): 37-66.

Winberg, C., Jacobs, C. & Wolff, K. (2017) Building Knowledge and Knowers in writing retreats: Towards developling the field of higher education teaching and learning, South African Journal of Higher Education, DOI: http://dx.doi.org/10.208535/31-2-1346

Clarence, S. & McKenna, S. (2017) Developing academic literacies through understanding the nature of disciplinary knowledge, London Review of Education, 15(1): 38-49.

Ingold, R. & O'Sullivan, D. (2017) Riding the waves to academic success, Modern English Teacher Magazine, 26(2): 39 -43.

Kirk, S. (2017) Waves of reflection: seeing knowledge(s) in academic writing, in Kemp, J. (ed.) EAP in a rapidly changing landscape: issues, challenges and solutions. Proceedings of the 2015 BALEAP Conference. Reading: Garnet.

Clarence, S. (2016) Exploring the nature of disciplinary teaching and learning using Legitimation Code Theory Semantics, Teaching in Higher Education, 21(2): 123–37, DOI: http://dx.doi.org/10.1080/13562517.2015.1115972

Clarence, S. (2016) Knowledge and knowers in teaching and learning: An enhanced approach to curriculum alignment, Journal of Education, 66: 65-84.

Clarence, S. (2016) Surfing the waves of learning: enacting a Semantics analysis of teaching in a first-year Law course. Higher Education Research & Development, DOI: http://dx.doi.org/10.1080/07294360.2016.1263831

Kinchin, I.M. (2016) Embedding wider theory: Threshold concepts, semantic gravity and punctuated learning, in Visualising powerful knowledge to develop the expert student: A knowledge structures perspective on teaching and learning at university, DOI: 10.1007/978-94-6300-627-9_6

Clarence, S. (2015) Exploring the nature of disciplinary teaching and learning using Legitimation Code Theory Semantics, Teaching in Higher Education, http://dx.doi.org/10.1080/13562517.2015.1115972.

Clarence, S. (2015) KEYNOTE: Academic literacies and disciplinary knowledge: in search of a shared ontology, Symposium on Academic Literacies and English for Academic Purposes, Durban, South Africa, April.

Maton, K. (2014) A TALL order?: Legitimation Code Theory for academic language and learning,Journal of Academic Language and Learning, 8(3): 34–48.

Cao, F. & Hu, G. (2014) Interactive metadiscourse in research articles: A comparative study of paradigmatic and disciplinary influences, Journal of Pragmatics 66: 15–31.

Hood, S. & Lander, J. (2016) Technologies, modes and pedagogic potential in live versus online lectures, International Journal of Language Studies, 10(3): 23–42.

Cao, F. & Hu, G. (2014) Interactive metadiscourse in research articles: A comparative study of paradigmatic and disciplinary influences, Journal of Pragmatics 66: 15–31.

Hood, S. (2012) Voice and stance as appraisal: Persuasing and positioning in research writing across intellectual fields, in K. Hyland & C. Sancho Guinda (eds) Stance and Voice in Written Academic Genres, Basingstoke: Palgrave Macmillan.

Morgan, M (2011) A Corpus Based Investigation into the Relationship between Propositional Content and Metadiscourse in Student Essay Writing, Unpublished MA thesis, University of Nottingham, Ningbo-China campus.

Hood, S. (2011) Travelling into interdisciplinary space: Making sense of worlds of differenceInternational Systemic Functional Congress, Lisbon, July.

Hood, S. (2011) Writing discipline: Comparing inscriptions of knowledge and knowers in academic writing, in Christie, F. & Maton, K. (eds.) Disciplinarity: Systemic functional and sociological perspectives. London, Continuum.

Hood, S. (2010) Appraising Research: Evaluation in Academic Writing. London, Palgrave (especially chapter 6).

Hood, S. (2007) Arguing in and across disciplinary boundaries: Legitimising stategies in applied linguistics and cultural studies, in McCabe, A., O’Donnell, M., & Whittaker, R. (Eds) Advances in Language and Education. London: Continuum.


ACCOUNTING

Myers, L.P. (2016) Knowledge structures and their relevance for teaching and learning in introductory financial accounting, South African Journal of Accounting Research, 30(1): 79–95

Mkhize, T. (PhD, 2015) An Analysis of the Certificate of the Theory of Accounting Knowledge and Knower Structures: A case study of professional knowledge, Rhodes University, South Africa.

Blickem, C. (PhD, 2014) The Recontextualisation of Architecture and Accounting Education: Views from the academy and the professions, University of Waikato, New Zealand.

McPherson, J. (PhD, 2014) Comparing ‘Apples with Apples’: Professional accounting practices in university classroom discourse, Faculty of Education and Social Work, University of Sydney.


ASSESSMENT

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, DOI: 10.1080/02602938.2016.1212985

Kilpert, L. & Shay, S. (2013) Kindling fires: examining the potential for cumulative learning in a Journalism curriculum, Teaching in Higher Education, 18(1): 40-52.

Shalem, Y. & Slonimsky, L. (2010) Seeing epistemic order: construction and transmission of evaluative criteria, British Journal of Sociology of Education, 31(6), 755-778.

Shay, S. (2008) Beyond social constructivist perspectives on assessment: The centring of knowledge. Teaching in Higher Education, 13(5): 595-605.


AUTONOMY, VOCATIONALISM & COMMERCIALISATION

Garraway, J. & Reddy, L. (2017) Analyzing work-integrated learning assessment practices through the lens of Autonomy principles, Alternation, 23(1): 285-308.

Stavrou, S. (PhD, 2012) Réforme de l'université et transformations curriculaires: des activités de recontextualisation aux effets sur les savoirs - Les universités françaises et le cas des masters en sciences humaines et sociales, unpublished PhD thesis, Department of Sociology, University of Provence, France.

Burnheim, C. (2010) Changing Autonomy in Australian Universities, unpublished PhD thesis, University of Melbourne

Burnheim, C. (2007) External engagement and institutional autonomy in higher education,Australian Association for Research in Education Annual Conference, Fremantle, Nov.

Gale, T. & Wright, J. (2007) Utility as a first principle for educational research: Reworking autonomy in Australian higher educationACCESS: Critical Perspectives on communication, cultural and policy studies, 27(1/2): 115-129.


CHANGE IN HIGHER EDUCATION

Luckett, K. (2010) Knowledge claims and code of legitimation: Implications for curriculum recontextualisation in South African higher education, Africanus, 40(1): 4-18.

Maton, K. (2005) The Field of Higher Education: A sociology of reproduction, transformation, change and the conditions of emergence for cultural studies.  Unpublished PhD thesis, University of Cambridge.

Maton, K. (2005) A question of autonomy: Bourdieu’s field approach and policy in higher educationJournal of Education Policy 20(6): 687-704.

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. London, Routledge, 218-231.


CRITICAL THINKING

Szenes, E., Tilakaratna, N. & Maton, K. (2015) The knowledge practices of critical thinking, in Davies, M. & Barnett, R. (eds) The Palgrave Handbook of Critical Thinking in Higher Education, London: Palgrave Macmillan.

Szenes, E. & Tilakaratna, N. (2013) Critical thinking and employment readiness: The role of semantic waves in preparing students for life after university, 11th Biennial Conference of the Association for Academic Language and Learning, RMIT University, Melbourne, Nov.

Symposium: Sept 2012: Explicating Critical Thinking in Higher Education Pedagogy, ECER conference, Cadiz: Mac Ruairc, G., O’Connor, T., Ahern, A. and McNamara, M.

Roach, G. (PhD, current) Critical Thinking in Knowledge Production: Realisations in Masters' students research essays, University of Nottingham China Campus, Ningbo, China.

Pedagogic Research Project:

Knowledge Practices of Critical Thinking in Applied Disciplines - Eszter Szenes, Namali Tilakaratna and Karl Maton, University of Sydney

Aims to explore the knowledge practices of critical thinking and reflection in applied disciplines, map organising principles of undergraduate student texts in social work and business, explore  linguistic resources through which skilful writers construe a sense of belonging in their professional communities of practice, and contribute to academic literacy support programs designed by the Learning Centre at the University of Sydney. Uses LCT to map the ‘semantic profiles’ of undergraduate student texts and SFL to reveal  the linguistic resources by which skilful writers achieve these knowledge practices. Results are informing:
  • an intervention and the development of learning and teaching resources and tutor training for the Bridging sociocultural Incongruity in the undergraduate Education Curriculum (BIEC), a funded Widening Participation project to embed Critical Thinking into a first-year core unit in Education (EDUF1019)
  • Central Program Workshop Development at the Learning Centre, University of Sydney: a new four-hour workshop for undergraduate and postgraduate coursework students, 'Critical reflection in the Social and Health Sciences'


CULTURAL STUDIES

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, London: Routledge.

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. London, Continuum, 35-59. [originally published 2000]

Maton, K. (2010) Progress and canons 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. London, Continuum, 154-178.

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. Amsterdam, Rodopi, 31-53.

Maton, K. & Wright, H.K. (2002) Returning cultural studies to education, International Journal of Cultural Studies, 5(4): 379-392.


CURRICULUM

Shay, S. (2016) Curricula at the boundaries, Higher Education, 71(6): 767-79.

Schudel, I. (2014) Exploring a knowledge-focused trajectory for researching environmental learning in the South African curriculumSouthern African Journal of Environmental Education, 30: 96–117.

Shay, S. (2014) Curriculum in higher education: Beyond false choices, in Gibbs, P. & Barnett, R. (eds) Thinking about Higher Education. London, Springer, 141–157.

Shay, S. (2013) Conceptualizing curriculum differentiation in higher education: A sociology of knowledge point of view, British Journal of Sociology of Education, 34(4): 563–82.

Luckett, K. (2010) Knowledge claims and code of legitimation: Implications for curriculum recontextualisation in South African higher educationAfricanus, 40(1): 4-18.


DESIGN STUDIES

Giloi, S. (2016) The Knowledge-Knower Structures Used in the Assessment of Graphic Design Practical Work in a Multi-Campus Context, Rhodes University, South Africa.

Wolmarans, N. (2016) Inferential reasoning in design: Relations between material product and specialised disciplinary knowledgeDesign Studies, http://dx.doi.org/10.1016/j.destud.2015.12.003

Wolmarans, N. (2016) Exploring the role of disciplinary knowledge in engineering when learning to design, in Adams, R.S., Buzzanell, P., Siddiqui, J.A. (eds) Analyzing Design Review Conversations, Purdue University Press.

Shay, S. & Steyn, D. (2016) Enabling knowledge progression in vocational curricula: Design as a case study, in K. Maton, S. Hood & S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory, London: Routledge.

Dong, A., Maton, K. & Carvalho, L. (2015) The structuring of design knowledge, in Rodgers, P. & Yee, J. (eds) Routledge Companion to Design Research. London, Routledge

Blickem, C. (PhD, 2014) The Recontextualisation of Architecture and Accounting Education: Views from the academy and the professions, University of Waikato, New Zealand.

Chatteur, F., Carvalho, L. & Dong, A. (2010) Embedding pedagogical principles and theories into design patterns. In P. Goodyear & S. Retalis (eds) Technology-enhanced Learning: Design patterns and pattern languages (pp. 183–200), Rotterdam: Sense.

Carvalho, L. (2010) A Sociology of Informal Learning in/about Design, unpublished PhD thesis, University of Sydney.

Carvalho, L., Dong, A. & Maton, K. (2009) Legitimating design: A sociology of knowledge account of the field, Design Studies 30(5): 483-502.

Carvalho, L. & Dong, A. (2007) Knowledge and identity in the design field. In Zehner, R. & Reidsema, C. (Eds.) Proceedings of ConnectED International Conference on Design Education.Sydney, UNSW. ISBN - 978-00646-48147-0


ENGINEERING

Pott, R., Wolff, K. & Goosen, N. (2017) Using an informal competitive practice to stimulate links between the theoretical and the practical in fluid mechanics: A case study in non-assessment driven learning approaches, Education for Chemical Engineers, DOI: https://doi.org/10.1016/j.ece.2017.08.001

Wolff, K. (2017) A language for the analysis of disciplinary boundary crossing: insights from engineering problem-solving practice, Teaching in Higher Education, DOI: http://dx.doi.org/10.1080/13562517.2017.1359155

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 educationHigher Education, 71(6): 781–90.

Winberg, C., Winberg, S., Jacobs, C., Garraway, J. & Engel-Hills, P. (2016) “I take engineering with me”: Epistemological transitions across engineering curriculumTeaching in Higher Education, DOI:10.1080/13562517.2016.1160045

Wolmarans, N. (2016) Inferential reasoning in design: Relations between material product and specialised disciplinary knowledgeDesign Studies, http://dx.doi.org/10.1016/j.destud.2015.12.003

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

Wolmarans, N. (2016) Exploring the role of disciplinary knowledge in engineering when learning to design, in Adams, R.S., Buzzanell, P., Siddiqui, J.A. (eds) Analyzing Design Review Conversations, Purdue University Press.

Wolff, K. (2015) Insights into conceptual and contextual engineering problem-solving practices in the 21st century: Some implications for curriculum redesignProceedings of the 3rd Biennial Conference of the South African Society for Engineering Education, pp. 189-198. Durban: SASEE

Wolff, K. & Hoffman, F. (2014) Knowledge and knowers in engineering assessmentCritical Studies in Teaching and Learning, 2(1): 74–95.

Winberg, C., Rip, A. & Winberg, C. (2014) The ethics of curriculum development: Engineers and technicians in a context of development, 2014 IEEE International Symposium on Ethics in Science, Technology and Engineering, Chicago: IEEE.

Wolff, K. (2013) ‘Reservoirs’ and ‘repertoires’: Epistemological and discursive complexities in multidisciplinary engineering practiceJournal of Academic Writing, 3(1): 84–94.

Wolff, K. & Luckett, K. (2013) Integrating multidiscipinary engineering knowledge, Teaching in Higher Education, , 18(1): 78-92.

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, London: Routledge.

Ahern A., O’Connor T., Mac Ruairc, G. and McNamara, M. (2012) Critical thinking in the university curriculum: The impact on engineering education, European Journal of Engineering Education, 37 (2): 125–132.

Case, J. M. (2011) Knowledge matters: Interrogating the curriculum debate in engineering using the sociology of knowledge, Journal of Education, 51, 73-92.


HISTORY

Shay, S. (2011) Curriculum formation: A case study from History, Studies in Higher Education,36(3): 315-329.


INDIGENOUS STUDIES

O’Brien, R. & Elder, C. (2013) New ways for exploring who knows what in a native title case: A sociological approach, Australian Aboriginal Studies, 2: 29–41.

Kelly, B.L. (2009) Conflict and collaboration: a sociology of knowledge production in the field of Indigenous StudiesAustralian Social Policy Conference, Social Policy Research Centre, UNSW, July.


INTERNATIONALISATION

Overseas students

Chen, R., Maton, K. & Bennett, S. (2011) Absenting discipline: Constructivist approaches in online learning, in Christie, F. & Maton, K. (eds.) Disciplinarity: Systemic functional and sociological perspectives. London, Continuum.

Rainbow Tsai-Hung Chen (2010) Knowledge and Knowers in Online Learning: Investigating the effects of online flexible learning on student sojourners . Unpublished PhD thesis (awarded without corrections), University of Wollongong, Australia.

Chen, R., Bennett, S., & Maton, K. (2008) The adaptation of Chinese international students to online flexible learning: Two case studies, Distance Education 29(3) 307-323.

Business teaching

Doherty, C. (2010) Doing business: knowledges in the internationalised business lecture, Higher Education Research & Development, 29(3): 245-258.

Doherty, C. (2008) Student subsidy of the internationalized curriculum: Knowing, voicing and producing the Other. Pedagogy, Culture and Society 16(3), 269-288.

Doherty, C. (2007) The Production of Cultural Difference and Cultural Sameness in Online Internationalised Education, unpublished PhD thesis, Queensland University of Technology, Australia.


JOURNALISM & MEDIA STUDIES

Kilpert, L. & Shay, S. (2013) Kindling fires: examining the potential for cumulative learning in a Journalism curriculum, Teaching in Higher Education, 18(1): 40-52.

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.

Vorster, J-A. (2010) Disciplinary shifts in higher education, in Ivinson, G., Davies, B. & Fitz, J. (eds.) Knowledge and Identity: Bernsteinian approaches and applications. London, Routledge.


NURSING EDUCATION

McNamara, M.S. & Fealy, G.M. (2011) Editorial - Legitimation Code Theory: A new lens through which to view our academic practice, Contemporary Nurse, 38(1-2).

McNamara, M.S. (2010) What lies beneath? The underlying principles structuring the field of academic nursing in Ireland, Journal of Professional Nursing 26(6): 377-384.

McNamara, M.S. (2010) Lost in transition? A discursive analysis of academic nursing in Ireland,Nursing Science Quarterly 23(3): 249-256

McNamara, M.S. (2010) Where is nursing in academic nursing? Disciplinary discourses, identities and clinical practice: a critical perspective from IrelandJournal of Clinical Nursing 19(5-6): 766-774.

McNamara, M.S. (2009) Nursing academics' languages of legitimation: A discourse analysis,International Journal of Nursing Studies 46: 1566-1579.

McNamara, M.S. (2009) Academic leadership in nursing: Legitimating the discipline in contested spacesJournal of Nursing Management, 17(4): 484–493.

McNamara, M.S. (2008) The Discursive Construction of the Nursing Academic, unpublished EdD thesis, The Open University, UK.


SCIENCE EDUCATION

Ellery, K. (2017) A code theory perspective on science access: Clashes and conflicts, South African Journal of Higher Education, 31(3): 82-98.

Antia, B.A. & Kamai, R.A. (2017) Writing biology, assessing biology: The nature and effects of variation in terminology, Terminology. International Journal of Theoretical and Applied Issues in Specialized Communication, DOI: 10.1075/term.22.2.03ant

Blackie, M. (2017) Semantic waves and pedagogic frailty, in I.M. Kinchin, N.E. Winstone (eds) Pedagogic Frailty and Resilience in the University, Rotterdam: Sense Publications, 49-61.

Conana, H., Marshall, D., Case, J.M. (2016) Exploring pedagogical possibilities for transformative approaches to academic literacies in undergraduate physics, Critical Studies in Teaching and Learning, 4(2): 28-44.

Doran, Y. (PhD, 2016) Knowledge in Physics through Mathematics, Image and Language, Dept of Linguistics, University of Sydney, Australia.

Ellery, K. (2016) Conceptualising knowledge for access in the sciences: academic development from a social realist perspective, Higher Education, DOI: 10.1007/s10734-016-0085-x

Ellery, K. (PhD, 2016) Epistemological Access in a Science Foundation Course: A social realist perspective, Rhodes University, South Africa.

Georgiou, H. (2016) Putting physics knowledge in the hot seat: The semantics of student understandings of thermodynamics, in K. Maton, S. Hood & S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory, London: Routledge.

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.

Kelly-Laubscher, R.F & Luckett, K. (2016) Differences in curriculum structure between high school and university Biology: the implications for epistemological access, Journal of Biological Education, 50:4, 425-441

Conana, H.C. (2015) Using Semantic Profiling to Characterize Pedagogical Practices and Student Learning: A case study in two introductory physics courses, Faculty of Science, University of the Western Cape, South Africa.

Blackie, M. (2014) Creating semantic waves: using Legitimation Code Theory as a tool to aid the teaching of chemistry, Chemistry Education Research and Practice, 15, 462–9.

Georgiou, H., Maton, K. & Sharma, M. (2014) Recovering knowledge for science education research: Exploring the ‘Icarus effect’ in student work, Canadian Journal of Science, Mathematics, and Technology Education, 14(3): 252-268.

Georgiou, H. (2014) Doing Positive Work: On student understanding of thermodynamics, unpublished PhD thesis, Faculty of Science, University of Sydney, Australia

29 Feb 2012: Illuminating Knowledge: Exploring the nature of knowledge in the natural sciences, 1st Annual Legitimation Code Theory Science and Mathematics Symposium, University of Sydney.

Zhao, Q. (PhD, 2012) Knowledge Building in Physics Textbooks in Primary and Secondary Schools, Xiamen University, China.

Lindstrøm, C. (PhD, 2010) Link Maps and Map Meetings: A theoretical and experimental case for stronger scaffolding in first year university physics education, School of Physics, Faculty of Science, University of Sydney, Australia

Lindstrøm, C. & Sharma, M.D. (2010) Mapping the knowledge structure of physics, paper presented at Creating ACTICE Minds in our Science and Mathematics students: Proceedings of the 16th UniServe Science Annual Conference, Sydney, Sept-Oct.


SOCIOLOGY

Luckett, K. (2012) Disciplinarity in question: Comparing knowledge and knower codes in sociologyResearch Papers in Education, 27(1): 19-40.

Luckett, K. (2009) The relationship between knowledge structure and curriculum: a case study in sociology, Studies in Higher Education, 34(4): 441-453.


OTHER TOPICS

Music:

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

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

Marketing:

Arbee, A., Hugo, W. & Thomson, C. (2014) Epistemological access in Marketing - a demonstration of the use of Legitimation Code Theory in higher education, Journal of Education, 59: 39–63.

English in China:

Gao, L. (2011) Eclecticism or principled eclecticism, Creative Education, 2(4): 363-369.

Service learning:

Hlengwa, A. (2010) Infusing service-learning in curricula: a theoretical exploration of infusion possibilities, Journal of Education (48): 155-168.

Creative and performing arts:

Ravelli, L., Paltridge, B., Starfield, S. (2014) Diversity in Creative and Performing Arts doctoral writing: a positive way forward, in Ravelli, L., Paltridge, B., Starfield, S.(eds) Doctoral Writing in the Creative and Performing Arts: The researcher/practitioner nexus. London, Libri.

Fine art:

Behardien, I. (2014)Who They Are’ or ‘What and How they Know’: An investigation by a fine art lecturer into the basis of her own legitimacy, MPhil in Education, University of Cape Town, South Africa.

Higher education

Gibbons, J. (2017) Exploring conceptual legal knowledge building in law students' reflective reports using theoretical constructs from sociology of educaiton: what, how and why?, The Law Teacher, DOI: 10.1080/03069400.2016.1273458

Clarence, S. 2016. Surfing the waves of learning: enacting a Semantics analysis of teaching in a first-year Law course. Higher Education Research & Development, DOI: http://dx.doi.org/10.1080/07294360.2016.1263831

Clarence, S. (2016) Exploring the nature of disciplinary teaching and learning using Legitimation Code Theory Semantics, Teaching in Higher Education, 21(2): 123–37.

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

Luck, J. (PhD, 2014) Knowledge and Knowing in the Public Management and Public Administration Programmes at a Comprehensive University, Rhodes University, South Africa.

Management

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 doi:10.1177/1052562916631109

Economics

Ojo, E. (PhD, 2016) On Teaching Economics 1: a qualitative case study of a South African university. University of the Witwatersrand, Johannesburg, South Africa.

Last Updated on Monday, 21 August 2017 14:16