LCT

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LCT bibliography

This is a selection of journal articles, book chapters, conference proceedings and presentations using Legitimation Code Theory as a central framework for research.  It excludes papers that may cite or discuss LCT ideas but do not use it to significantly shape their research agenda.  The list excludes single-authored papers by Karl Maton (see Maton bibliography). We do not vouch for the correct understanding or use of LCT in every paper, so do remember to consult with an expert about your own work.

If you know of any publications or papers using LCT, please let us know on Facebook or Twitter or email: This e-mail address is being protected from spambots. You need JavaScript enabled to view it


JOURNAL ARTICLES & BOOK CHAPTERS

2017

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.

Bratland, E. (2017) Looking back and forward: From the net generation to knowledge in Education, Cognitive Science - New Media - Education, DOI: http://dx.doi.org/10.12775/CSNME.2016.003

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.

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

Doran, Y.J. (2017) The role of mathematics in physics: Building knowledge and describing the empirical world, Onomázein, March: 209-226.

Doran, Y.J. (in press) Genre in mathematics and its role in building the knowledge of physics, in Martin, J. R., Maton, K., Wang Pin & Wang Zhenhua (eds) Understanding Academic Discourse: Systemic functional linguistics and Legitimation Code Theory, Beijing, Higher Education Press.

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

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

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

Giloi, S. & Belluigi, D.Z. (2017) Underlying knowledge-knower structures in graphic design: Contributing to establishing a cohesive language for use in graphic design education, Art, Design & Communication in Higher Education, 16(1): 7-22.

Harman, R. (2017) Bringing it all together: Critical take(s) on systemic functional linguistics, in Harman, R (ed.) Bilingual learners and social equity: Critical approaches to systemic functional linguistics, New York, Springer.

Hassan, S.L. (2017) Tutors' role in tutorials: 'Unpacking' and 'repacking' during the semantic journey, South African Journal of Higher Education, 31(3): 99-115.

Huang, L. & Chen, L. (2017) From LCT to power trio - the cooperation between SFL and Sociology, International Journal of Linguistics and Education, 2(3): 51-55.

Humphrey, S. (2017) 'We can speak to the world': Applying meta-linguistic knowledge for specialized and reflective literacies, in Harman, R (ed.) Bilingual learners and social equity: Critical approaches to systemic functional linguistics, New York, Springer.

Hood, S. (2017) Live lectures: The significance of presence in building disciplinary knowledge, Onomázein, March: 179-208.

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.

Martin, J. R. & Maton, K. (in press) Understanding academic discourse: Bringing together linguistics and sociology, in Martin, J. R., Maton, K., Wang Pin & Wang Zhenhua (eds) Understanding Academic Discourse, Beijing, Higher Education Press.

Martin, J.R. & Maton, K. (2017) Systemic functional linguistics and Legitimation Code Theory on education: Rethinking field and knowledge structure, Onomázein, March: 12-45.

Martin, J. R., Maton, K., Wang Pin & Wang Zhenhua (in press) (eds) Understanding Academic Discourse: Systemic functional linguistics and Legitimation Code Theory, Beijing, Higher Education Press.

Maton, K. & Chen, R. T-H. (in press) Specialization from Legitimation Code Theory: How the basis of achievement shapes student success, in Martin, J. R., Maton, K., Wang Pin & Wang Zhenhua (eds)Understanding Academic Discourse, Beijing, Higher Education Press.

Maton, K. & Doran, Y.J. (2017) SFL and code theory, in Bartlett, T. & O’Grady, G. (eds) The Routledge Systemic Functional Linguistic Handbook. London, Routledge.

Maton, K. & Doran, Y.J. (2017) Semantic density: A translation device for revealing complexity
of knowledge practices in discourse, part 1 - wording
, Onomázein, March: 46-76.

Maton, K. & Doran, Y.J. (2017) Condensation: A translation device for revealing complexity of knowledge practices in discourse, part 2 - clausing and sequencing, Onomázein, March: 77-110.

McCabe, A. (2017) Knowledge and interaction in on-line discussions in Spanish by advanced language learners, Computer Assisted Language Learning, 30(3-4): 325-347.

Onomázein (2017) Número Especial SFL, March: 1-242. [whole edition]

Oteíza, T. (in press) Events and processes in the discourse of history: Disciplinary History and History classroom interaction, in Martin, J. R., Maton, K., Wang Pin & Wang Zhenhua (eds) Understanding Academic Discourse: Systemic functional linguistics and Legitimation Code Theory, Beijing, Higher Education Press.

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

Ramírez, A. (2018). Paraphrastic academic writing as entry point for first generation advanced bilingual college students,  in Harman, R (ed.) Bilingual learners and social equity: Critical approaches to systemic functional linguistics, New York, Springer.

Siebörger, I. & Adendorff, R.D. (in press) “We’re talking about semantics here”: Axiological condensation in the South African parliament, Functions of Language.

Vidal Lizama, M. (2017) Knowledge in your classroom: A model of analysis for specialisation codes in classroom discourse, Onomázein, March: 149-178.

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, DOI: http://dx.doi.org/10.208535/31-2-1346

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

2016

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.

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, London: Routledge.

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

Clegg, S. (2016) The necessity and possibility of powerful ‘regional’ knowledge: Curriculum change and renewal, Teaching in Higher Education, DOI: 10.1080/13562517.2016.1157064.

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.

Córdova Jiménez, J.P., Melo, G., Bacigalupo, F. & Manghi, D. (2016) Olas de significado en la interacción profesor-alumno: análisis de dos clases de Ciencias Naturales de un 6to de primaria [Semantic waves in teacher-student interaction: analysis of two Natural Science lessons in 6th grade], Ciência & Educação, 22(2): 335-50.

Cruice, M. (2016) Keeping the lights on: A play in two acts, in Perselli, V. (ed.) Education, Theory and Pedagogies of Change in a Global Landscape, New York, Palgrave Macmillan, 196–212.

Ellery, K. (2016) Conceptualising knowledge for access in the sciences: Academic development from a social realist perspective, Higher Education,

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.

Hollis-Turner, S. (2016) Decoding Disciplines of a national business qualification in support of learning, Journal for New Generation Sciences, 14(3): 72-90.

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.

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

Humphrey, S. (2016) EAP in school settings, in Hyland, K. & Shaw, P. (eds) The Routledge Handbook of English for Academic Purposes, London: Routledge.

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

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.

Kinchin, I.M. (2016) Embedding wider theory: Threshold concepts, semantic gravity and punctuated learning, in I.M. Kinchin (ed) Visualising powerful knowledge to develop the expert student: A knowledge structures perspective on teaching and learning at university, Rotterdam: Sense Publishers, 87-102.

Luckett, K. (2016) Making the implicit explicit: The grammar of inferential reasoning in the humanities and social sciences, Universal Journal of Educational Research 4(5): 1003–15.

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.

Maton, K. & Chen, R. T-H. (2016) LCT in qualitative research: Creating a translation device for studying constructivist pedagogy, in K. Maton, S. Hood & S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory, London: Routledge.

Maton, K. & Howard, S. K. (2016) LCT in mixed-methods research: Evolving an instrument for quantitative data, in K. Maton, S. Hood & S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory, London: Routledge.

Maton, K., Carvalho, L. & Dong, A. (2016) LCT in praxis: Creating an e-learning environment for informal learning of principled knowledge, in K. Maton, S. Hood & S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory, London: Routledge.

Maton, K., Martin, J. R. & Matruglio, E. (2016) LCT and systemic functional linguistics: Enacting complementary theories for explanatory power, in K. Maton, S. Hood & S. Shay (eds) Knowledge-building: Educational studies in Legitimation Code Theory, London: Routledge.

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

Myers, L.P. (2016) An analysis of how students construct knowledge in a course with a hierarchical knowledge structure, South African Journal of Accounting Research, http://dx.doi.org/10.1080/10291954.2016.1196528

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, London: Routledge.

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

Shay, S. & Peseta, T. (2016) A socially just curriculum reform agenda, Teaching in Higher Education, 21(4): 361–6.

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.

Sturgiss, J. (2016) Science, Writing and New Dimensions, Journal of Professional Learning, Semester 2: 1-7.

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

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.

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

Walton, E. (2016) The Language of Inclusive Education: Exploring speaking, listening, reading, Abingdon, Routledge.

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

Wolmarans, N. (2016) Inferential reasoning in design: Relations between material product and specialised disciplinary knowledge, Design 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.

Zhang, D. & Qin, J. (2016) The theory of semantic wave and its impact on teachers’ construction of classroom discourse, Foreign Language Education, 2016(2): 52-5.

2015

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.

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

Clegg, S. (2015) Different times: Temporality, curriculum and powerful knowledge, in P. Gibbs, O.-H. Ylijoki, C. Guzmán-Valenzuela & R. Barnett (eds) Universities in the Flux of Time, London: Routledge.

Clegg, S. (2015) Adventures in meaning-making: Teaching in Higher Education 2005-2013, Teaching in Higher Education 20(4): 373-387.

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.

Cheung Lok Ming Eric (2015) Legitimising the knower’s multiple voices in Applied Linguistics postgraduate written discourse, TESOL International Journal 10(1): 62–76.

Howard, S. K., Chan, A. & Caputi, P. (2015) More than beliefs: Subject-areas and teachers’ integration of laptops in secondary teaching, British Journal of Educational Technology, 46(2): 360–9.

Howard, S. K., Chan, A., Mozejko, A. & Caputi, P. (2015) Technology practices: Confirmatory factor analysis and exploration of teachers’ technology integration in subject areasComputers & Education, doi: 10.1016/j.compedu.2015.09.008.

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.

Lilliedahl, J. (2015) The recontextualisation of knowledge: Towards a social realist approach to curriculum and didactics, Nordic Journal of Studies in Education Policy, 1: 27008.

Meidell Sigsgaard, A-V. (2015) Demokrati og semantiske bølger i andetsprogsundervisningen, in H. Romme Lund & C. Skafte-Holm (eds) Viden om Literacy (18), Copenhagen, Nationalt Videncenter for Læsning.

Millar, V. (2015) Comparing discipline-based and interdisciplinary knowledge in university education, in P. Vitale & B. Exley (eds) Pedagogic Rights and Democratic Education, London: Routledge.

Richard-Bossez, A. (2015) Describing forms of knowledge and their variations in French école maternalle, in P. Vitale & B. Exley (eds) Pedagogic Rights and Democratic Education, London: Routledge.

Rusznyak, L. (2015) Knowledge selection in initial teacher education programmes and its implications for curricular coherence, Journal of Education 60: 7–29.

Shay, S. (2015) Curricula at the boundaries, Higher Education, DOI: 10.1007/s10734-015-9917-3.

Shay, S. (2015) Curriculum reform in higher education: A contested space, Teaching in Higher Education, 20(4): 431-441.

Siebörger, I. & Adendorff, R.D. (2015) Black-boxing and the politics of oversight in the South African parliament, in M.N. Dedaic (ed.) Singing, Speaking and Writing Politics: South African political discourses, Amsterdam: Benjamins, 43–66.

Siebörger, I. & Adendorff, R.D. (2015) Resemiotizing concerns from constituencies in the South African parliament, Southern African Linguistics and Applied Language Studies 33(2): 171-197.

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.

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. [in Chinese]

Tang, B. (2015) Disciplinary variation in the discourse functions of 1st person plural women in research articles, Foreign Language Education & Research, 4:1-7. [in Chinese]

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.

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.

Zhu Yongsheng (2015) On the influence of Bourdieu's cultural reproduction theory on LCT [in Chinese], Foreign Languages and Translation, 1: 32–35.

Zhu Yongsheng (2015) On the mechanisms of semantic waves [in Chinese], Foreign Languages in China 4: 12–22.

2014

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.

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.

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

Carvalho, L. & Goodyear, P. (2014) Analysing the structuring of knowledge in learning networks, in Bayne S, Jones C, de Laat M, Ryberg T & Sinclair C. (eds) Proceedings of the 9th International Conference on Networked Learning 2014, ISBN 978-1-86220-304-4

Chahal, D. (2014) Research article introductions in cultural studies: A genre analysis exploration of rhetorical structure, The Journal of Teaching English for Specific and Academic Purposes, 2(1): 1–20.

Evans, J. (2014) Ideational border crossings: Rethinking the politics of knowledge within and across disciplines, Discourse: Studies in the cultural politics of education, 35(1): 45–60.

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

Hugo, W. (2014) Semantic density and semantic gravity, Journal of Education 59: 1–14.

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

Martin, J. R. & Matruglio, E. (2014) Retorno al modo: In/dependencia contextual en el discurso de las clases de historia antigua, Onomázein 29: 186–213

Martin, J.R., Zappavigna, M. & Dwyer, P. (2014) Beyond redemption: Choice and consequence in Youth Justice Conferencing, in F. Yan & J. J. Webster (eds) Developing Systemic Functional Linguistics: Theory and application, London: Equinox.

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.

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.

Schudel, I. (2014) Exploring a knowledge-focused trajectory for researching environmental learning in the South African curriculum, Southern 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.

Silva de Joyce, H. & Feez, S. (2014) Exploring Literacies: Theory, research and practice, Basingstoke, Palgrave Macmillan.

Tang, B. (2014) An interpretation of the translator’s subjectivity from the perspective of Knowledge Structure Theory, Foreign Languages and Translation, 21(3): 8-14. [in Chinese]

Tang, B. (2014) On the cooperation between Maton’s Legitimation Code Theory and systemic functional linguistics, Modern Foreign Languages, 37(1): 52-61. [in Chinese]

Thomson, E. (2014) Battling with WordsA study of language, diversity and social inclusion in the Australian Department of Defence, Canberra: Australian Government, Department of Defence.

Thomson, E. (2014) Special Report: Towards inclusion: Language use in the Department of Defence, Canberra: Australian Strategic Policy Institute.

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

Zappavigna, M. & Martin, J.R. (2014) Mater Dolorosa: Negotiating support in NSW Youth justice ConferencingInternational Journal for the Semiotics of Law, 27: 263–75.

Zhu Yongsheng (2014) Looking at LCT from the perspective of Bernstein’s knowledge structure theory: Inheritance and originality [in Chinese], Foreign Languages in China 6: 1&10-13.

2013

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.

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.

Larsen, V. (2013) Faglighed og Problembaseret Læring: Vidensstrukturer i professionsuddannelser, Institut for Planlægning [Disciplinarity and Inter-disciplinarity in Problem Based Learning Knowledge Structures in Professional Education], Aalborg Universitet.

López-Bonilla, G. (2013) Prácticas disciplinares, Prácticas escolares: Qué son las disciplinas académicas y cómo se relacionan con la educación formal en las ciencias y en las humanidades, Revista Mexicana de Investigación Educativa, 18(57): 383–412.

Luckett, K. & Hunma, A. (2013) Making gaze explicit: Facilitating epistemic access in the humanities, Higher Education, August.

Macnaught, L., Maton, K., Martin, J.R. & Matruglio, E. (2013) Jointly constructing semantic waves: Implications for teacher training, Linguistics and Education, 24(1): 50-63.

Martin, J.R. & Maton, K. (2013) Cumulative knowledge-building in secondary schooling: Guest editors’ preface, Linguistics and Education, 24(1): 1-3.

Martin, J.R. & Matruglio, E. (2013) Revisiting mode: Context in/dependency in Ancient History classroom discourse, in Huang Guowen, Zhang Delu & Yang Xinzhang (eds) Studies in Functional Linguistics and Discourse Analysis, Volume 5. Beijing: Higher Education Press, 72–95.

Martin, J.R., Zappavigna, M., Cleirigh, C. & Dwyer, P. (2013) Users in uses of language: Embodied identity in Youth Justice ConferencingText and Talk, 33(4–5): 467–496.

Matruglio, E., Maton, K. & Martin, J.R. (2013) Time travel: The role of temporality in enabling semantic waves in secondary school teaching, Linguistics and Education, 24(1): 38-49.

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).

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.

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.

Tang, B. (2013) On the relationship between knowledge structures and nominalization, Foreign Language and Literature, 29(4): 86–90. [not in English]

Vitale, P. (2013) Seeing beyond the local context: The understandings of slavery and the slave trade of students in Reunion Island schools, International Studies in Sociology of Education, 23(4).

Whitcombe, S.W. (2013) Problem-based learning students' perceptions of knowledge and professional identity: Occupational therapists as 'knowers', British Journal of Occupational Therapy, 76(1): 37-42.

Whitcombe, S.W. (2013) Developing skills of problem-based learning: What about specialist knowledge, International Journal of Continuing Education and Lifelong Learning, 5(2), May: 41-56.

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

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

2012

Coffin, C. & Donohue, J.P. (2012) Academic literacies and systemic functional linguistics: How do they relate?, Journal of English for Academic Purposes 11: 64–75.

Hay, C. (2012) ‘What is to count as knowledge’: The evolving directing programme at the National Institute of Dramatic Art, Australasian Drama Studies 60 (April 2012): 194: 207.

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.

Hugo, W. (in press) Editorial, Journal of Education 51: 1-8.

Lilliedahl, J. (2012). Musik i läroplanen & Läroplanen i musik [Music in curriculum & curriculum in music]. In: Varkøy, Ø. & Söderman, J. (eds) Musik för alla: Filosofiska och didaktiska perspektiv på musik, bildning och samhälle. Lund: Studentlitteratur.

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

Martin, J.R. (2012) Heart from darkness: Apocalypse Ron, Revista Canaria de Estudios Ingleses 65, Nov (Special issue on ‘Evaluative Uses of Language: The appraisal framework’).

Tann, K. (2012) The language of identity discourse: Introducing a systemic functional framework for iconography, Linguistics and the Human Sciences, 8(3).

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.

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.

2011

Bennett, S. & Maton, K. (2011) Intellectual field or faith-based religion: Moving on from the idea of 'digital natives', in Thomas, M. (ed) Deconstructing Digital Natives: Young people, technology and the new literacies.  New York, Routledge, 169-185.

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

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

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

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.  London, Continuum.

Howard, S.K. & Maton, K. (2011) Theorising knowledge practices: A missing piece of the educational technology puzzleResearch in Learning Technology 19(3), 191-206.

Kilpert, L. (2011) Lighting fires from fires: A description of the research entitled ‘Kindling fires’, The Journal of Independent Teaching and Learning 6: 14-24.

Macken-Horarik, M. (2011) Building a knowledge structure for English: Reflections on the challenges of coherence, cumulative learning, portability and face validity, The Australian Journal of Education 55(3): 197-213.

Martin, J. R. (2011) Bridging troubled waters: Interdisciplinarity and what makes it stick. in Christie, F. & Maton, K. (eds.) Disciplinarity: Functional linguistic and sociological perspectives.  London, Continuum, 35-61.

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).

Poulet, C. (2011) Le maniement du raisonnement analogique dans l’apprentissage maçonnique: transférabilité du sens et abstraction du langage. Signes, Discours et Sociétés, SDS_7 Représentations métaphoriques de l'univers environnant, 12 juillet.

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

Vitale, P. (in press, 2011) L'enseignement de la traite et de l'esclavage a l'île de La Réunion: Un regard sociologique, in Saunier , E. (ed) Figures d'esclaves: Présences, paroles, représentations, Le Havre, Presses Universitaires du Havre, a paraître.

Vorster, J. (2011) Disciplinary shifts in higher education, in Ivinson, G., Davies, B. & Fitz, J. (eds.) Knowledge and Identity: Bernsteinian approaches and applications. London, Routledge.

Yi, L. (2011) Bernsteinian perspectives on the Reading to Learn program, Annual Review of Functional Linguistics in China, 3: 109-123.

2010

Bennett, S. & Maton, K. (2010) Beyond the 'digital natives' debate: Towards a more nuanced understanding of students' technology experiencesJournal of Computer Assisted Learning, 26(5): 321-331.

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.

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

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

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

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

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

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.

Martin, J., Maton, K. & Matruglio, E. (2010) Historical cosmologies: Epistemology and axiology in Australian secondary school historyRevista Signos 43(74): 433-463.

Poulet, C. (2010) Recognising and revealing knowers: An enhanced Bernsteinian analysis of masonic recruitment and apprenticeshipBritish Journal of Sociology of Education, 31(6): 793-812.

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

2009

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

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

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.

Martin, J.R. (2009) Realisation, instantiation and individuation: some thoughts on identity in youth justice conferencingDELTA - Documentaá_o de Estudos em Linguistica Teorica e Aplicada 25: 549-583.

Stavrou, S. (2009) Negotiating curriculum change in the French university: The case of ‘regionalising’ social scientific knowledge, International Studies in Sociology of Education, 19 (1): 19–36.

2008

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

Dong, A. (2008) The Language of Design: Theory and computation. London, Springer, chapter 6.

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. (25th anniversary edition: cutting-edge research).

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

2007

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.

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


LCT SYMPOSIA

July 2017: Second Legitimation Code Theory Conference (LCTC-2), Sydney, Australia – a 5-day international conference dedicated to LCT.

April 2016: LCT Symposium for Eastern Cape Universities - list of unis people coming from, Stellenbosch, South Africa.

July 2017: Second Legitimation Code Theory Colloquium (LCTC-1), Cape Town, South Africa - a three-day international conference dedicated to LCT.

Dec 2014: International Conference on Appliable Linguistics and Academic Discourse, Shanghai Jiao Tong University, Shanghai, China, December, talks using LCT by J. R. Martin (3), Karl Maton (5), Sue Hood (4), David Rose (3), and Yaegan Doran (2), including:

  • Yaegan Doran: The grammar and genres of mathematics in scientific discourse / The view of physics from images and mathematics
  • Sue Hood: Body language at work in building un-commonsense knowledge in tertiary teaching
  • J.R. Martin: SFL meets LCT: Field and knowledge structure / Revisiting mode: Context in/dependency in Ancient History classroom discourse / Revisiting field: ‘Semantic density’ in Ancient History and Biology discourse
  • Karl Maton: Introducing Specialization / Semantics and the significance of 'semantic waves' / Using LCT in fine-grained analysis of discourse: 'Translation devices' for semantic density / The craft of LCT: Enacting the theory in empirical research / Cosmologies: Bringing it all together

Dec 2014: LCT UK Group Symposium, Sheffield Hallam University, papers by: Elaine Aldred, Richard Pountney, Temi Ledinake, and Steve Kirk.

June 2014: Curriculum Conversations, University of Cape Town, talks by: Aditi Hunma, Diane Steyn, Roisin Kelly-Laubscher, Kathy Luckett, and Suellen Shay.

Dec 2013: LCT UK Group Symposium, Sheffield Hallam University, papers by: Elaine Aldred, Richard Pountney, Temi Ledinake, Gina Roach and Steve Kirk.

Nov 2013: Curriculum Design for Vocational and Professional Pathways: Enabling epistemic access and progression, Symposium at HELTASA 2013, UniSA, papers by: Suellen Shay, Linda Halliday, Anthea Pinto, and Diane Steyn.

Nov 2012: The Role of Knowledge in Social Inclusion, Symposium at HELTASA 2012, Stellenbosch University, South Africa: Behari-Leak, K., McKenna, S., Mkhize, T., Mtombeni, T., Sabata, S., and Haupt, G.

Sept 2012: Explicating Critical Thinking in Higher Education Pedagogy, Symposium at European Conference on Educational Research, Cadiz: Mac Ruairc, G., O’Connor, T., Ahern, A. and McNamara, M.

July 2012: Power Pedagogy: Resourcing teachers for building knowledge, Colloquium at 39th International Systemic Functional Congress, UTS, Sydney: Martin, J.R., Maton, K., Matruglio, E. and Macnaught, L.

Feb 2012: Illuminating Knowledge: Exploring the nature of knowledge in the natural sciences, 1st Legitimation Code Theory Science and Mathematics Symposium, University of Sydney: Maton, K., Lindstrom, C., Doran, Y., Georgiou, H. and Hao, J.


REFEREED CONFERENCE PROCEEDINGS

Auret, L. & Wolff, K. (2017) A control systems approach to improving final year engineering students' conceptual and contextual grasp of dynamic systems, Fourth biennial conference of the South African Society for Engineering Education, Cape Town, South Africa.

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.

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.

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, New York: ACM, pp. 158–67. Copy of slides here.

Carroll, C. (2015). How did we get here? A teacher/researcher's perspective of curriculum change and effect upon NSW senior secondary music education, Music: Educating for life: Australian Society for Music Education XX National Conference Proceedings, pp. 29–36, Adelaide, SA, Australia.

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

Vahed, A., Singh, S. & McKenna, S. (2014) Examining the quality of pedagogy through a tooth morphology board game, European Conference on Games Based Learning 2. Reading: Academic Conferences International Limited, pp. 576-585.

Toll, M. (2014) Discerning knowers: Exploring university students’ perceptions of knowledge claims, The Australian Sociological Association Conference Proceedings, University of South Australia, Adelaide, Nov.

Myers, P. (2014) Why understanding the structure of knowledge in a discipline is a necessary guide for teaching, in D. Elenkov & C. Bagnoli (eds) 2014 ISIS-Venice International Multidisciplinary Academic Summit Proceedings, ISIS, Florida.

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, Springer, pp.631–641.

Howard, S.K. & Maton, K. (2013) Technology and knowledge: An exploration of teachers’ conceptions of subject-area knowledge practices and technology integration, American Educational Research Association Annual Conference, San Francisco, April

Martin, J.L. (2012a) The Jazz is strong in this one: Presentation and positioning of knowers in performance student texts, in Knox, J. (ed.) To Boldly Proceed: Papers from the 39th International Systemic Functional Congress, Sydney: ISFC.

Martin, J.L. (2012b) Instantiation, realisation and multimodal musical semantic waves, in Knox, J. (ed.) To Boldly Proceed: Papers from the 39th International Systemic Functional Congress, Sydney: ISFC.

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.

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

Martin, J.R. & Zappavigna, M. (2010) Beyond redemption: Choice and consequence in Youth Justice Conferencing, in F. Yan (ed) Proceedings of the 36th International Systemic Functional Association Conference, Beijing, Higher Education Press.

Thornton, S. (2008) Speaking with different voices: Knowledge legitimation codes of mathematicians and mathematics educators, in: Goos, M., Brown, R., & Makar, K. (Eds.), Proceedings of the 31st Annual Conference of the Mathematics Education Research Group of Australasia.  MERGA.

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


CONFERENCE PAPERS

2017

Abrahams, J.J. (2017) Examining differences between school and university mathematics using Semantics, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Adendorff, H. & Blackie, M. (2017) #ScienceMustFall: A struggle for control of the legitimation device?, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Adendorff, H. (2017) SoTL abstract writing: How to make friends and influence people, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Anson, D. (2017) Examining the examiners: The state of senior secondary English examinations in Australia, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Aris, S. (2017) Perfect match: Revealing the mechanisms of advantage in schooling using Specialization, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Aris, S., Lambrinos, E. & Richardson, S. (2017) Workshop: Knower-building in practice, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Ariza Pinzón, V. (2017) Specialization codes in English Language Teaching academic writing, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Bester, M. (2017) Curriculum differentiation: A nursing education case study, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Blunden, J. (2017) A Detailed ‘looking’ cycle? Exploring the learning potential of a children’s exhibition trail, 44th International Systemic Functional Linguistics Congress, University of Wollongong, Wollongong, July.

Blunden, J. (2017) Look closely, there’s pedagogy here: Using Specialization and Semanticsin museum labels, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Bosman, JP & Strydom, S. (2017) Blended learning teacher talk: Implications for the educational technology field, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Brooke, M. (2017) An insider’s perspective on teaching semantic waving for academic writing, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Carroll, C. (2017) Teacher facilitation? Critiquing practitioner roles in informal music learning pedagogies, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Chen, R. (2017) What makes a good language learner: Students’ views, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Chitanand, N. (2017) Using Specialization to understand academic professional development in South Africa, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Clarence, S. (2017) Academia vs practice: Towards a more dynamic pedagogy in Law, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Clarence, S. (2017) Workshop: Unpacking challenges in teaching and learning, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Clarke, J. & Luckett, K. (2017) Complexity beyond semantic density: Analysing semantic density in novice student texts, 44th International Systemic Functional Linguistics Congress, University of Wollongong, Wollongong, July.

Conana, H., Marshall, D. & Case, J.M. (2017) Exploring the transition to second year: Pedagogical practices and student learning in physics, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Doran, Y. & Maton, K. (2017) Semantic gravity: A translation device for English discourse, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Doran, Y. (2017) KEYNOTE: Academic knowledge and technical discourse: Why we use academic formalisms,  44th International Systemic Functional Linguistics Congress, University of Wollongong, Wollongong.

Doran, Y. (2017) Seeing axiology: A method for mapping constellations, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Doran, Y. (2017) Workshop: Using LCT with SFL: Becoming bilingual with theory, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Ellery, K. (2017) Knower(s) in science: Enabling access, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Engel-Hills, P. (2017) Closing the practice gap: Semantic gravity and semantic density in a medical curriculum, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Georgiou, H. (2017) Extending Semantics: Using a new translation device and analysing images, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Govender, R. (2017) Building well-rounded graduates in the Cornerstone class, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Hao, J. & Martin, J.R. (2017) Cultivating values: Axiological charging in junior secondary history teaching, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

He, Y. (2017) A multimodal analysis of logogenetic iconization in history cartoon videos, 44th International Systemic Functional Linguistics Congress, University of Wollongong, Wollongong, July.

Herrett, M. (2017) Teacher educators as specialists: What knowledge and does it matter?, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Hipkiss, A.M. & Varga, P.A. (2017) Spotlighting pedagogic metalanguage in Reading to Learn, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Hood, S. (2017) Spoken language and body language in the service of semantic gravity: Structuring knowledge in a law lecture, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Howard, S. & Maton , K. (2017) Animating science: Autonomy codes and teaching with multimedia objects, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Howard, S.K. & Martin, J. (2017) Interactive knowledge-building: touch-based tablet apps in primary classrooms, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Hudson, L., Engel-Hills, P. & Winberg, C. (2017) The knowledge-blindness of research on technology-supported physics education, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Jawahar, K. (2017) A Semantics perspective on South African school science curriculum alignment, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Kajee, F.A. (2017) Knowledge and knowers in Educational Leadership and Management Master’s (ELM) programmes in South Africa, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Kirk, S. (2017) Theorising the local in EAP: From typologies to topologies of practice, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Kirk, S. (2017) Workshop: Discerning design: Developing academic courses and materials with Semantics, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Lambrinos, E. (2017) Building ballerinas: Semantics and embodied knowledge in ballet education, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Locke, P. (2017) Teachers doing the business: Vocational educationalists responses to marketization reforms, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Macnaught, L. & Matruglio, E. (2017) Using historical evidence: Semantic profiles and the demonstration of understanding, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Macnaught, L. & McWilliams, R. (2017) Writing in semantic waves in Health Science disciplines, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Martin, J.R. (2017) KEYNOTE: Hugging the Humanities: Challenges for SFL and LCT, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Martin, J. (2017) Workshop: Working with LCT: Getting messy with data, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Martin, J. & Maton, K. (2017) Some assembly required: Building knowledge in science classrooms, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Maton, K. (2017) Taking Autonomy Tours: Exploring the next dimension in Legitimation Code Theory, 44th International Systemic Functional Linguistics Congress, University of Wollongong, Wollongong, July.

Maton, K. (2017) KEYNOTE: Making the invisible visible: How LCT empowers knowers and builds knowledge, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Matruglio, E. (2017) Being the right kind of person: The ideal CAFS student, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

McKenna, S. (2017) Social exclusion and inequality: LCT in South African higher education studies, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Meidell Sigsgaard, A-V. (2017) Making waves in teacher education: Scaffolding in the course ‘Teaching bilingual students’, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Meidell Sigsgaard, A. (2017) Teaching to Wave: Scaffolding teaching in bilingual students with discourse semantics and semantic waves, 44th International Systemic Functional Linguistics Congress, University of Wollongong, Wollongong, July.

Meyer, W. (2017) Semantic Waves? How can the concepts of power words and power grammar offer further recources to the RTL teacher?, RtL Africa Conference, KwaZulu Natal, South Africa, September.

Mistri, G. (2017) Tracing connections and dis-connections: Academic professional development advancing digital technologies, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Mkhize, T. (2017) Bound by standards: Recontextualising a professional programme, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Monbec, L. (2017) Enabling cumulative learning in an EAP module, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Mouton, M. & Archer, E. (2017) LCT to facilitate transition from high school to first year biology, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Msusa, N. (2017) Analysis of writer performance ranges on the NBT academic literacy test, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Ncube, K. (2017) Knowledge and knowers in a Marketing diploma, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

O'Sullivan, D. (2017) Releasing the wave: Reflective writing instructional videos for EAP, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Pott, R., Goosen, N. & Wolff, K. (2017) Using the semantic wave to improve learning in fluid mechanics, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Quinn, L. (2017) Assessment for cumulative knowledge-building for professional practice in higher education, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Rathilal, S. (2017) Towards an understanding of the field of Academic Numeracy within higher education, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Richardson, S. (2017) Seeing expertise: A model of cumulative knowledge-building in creative fields, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Rootman-le Grange, I. & Blackie, M. (2017) The lens of semantic gravity: Revealing the weakness in assessment, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Rusznyak, L. (2017) Can LCT illuminate the elusive nature of pedagogical content knowledge?, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Rusznyak, L. (2017) Students’ prior knowledge as constellations in flux: Implications for teaching, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Sabata, S. (2017) An autonomy code analysis of teacher education reforms in South Africa, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Schudel, I. (2017) Axiological implications of 4-K knowledge practices in environmental learning, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Scott, E. & Scott, J. (2017) Vanity, purity, strategy: Epistemological conflicts between three houses of veganism, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Shi, C. (2017) Modelling persuasion in Chinese courtroom argumentation, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Siebörger, I. (2017) Political constellations in South Africa’s Daily Sun, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Szenes, E. (2017) Workshop: Making the implicit explicit: Scaffolding disciplinary knowledge-building through semantic waves, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Tang, B. (2017) Complementarity between the theory of individuation and specialization codes, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Tann, K., McKenna, B. & Waddell, N. (2017) What is strategy? Languages of legitimation in management, 44th International Systemic Functional Linguistics Congress, University of Wollongong, Wollongong, July.

Tann, K., Waddell, N. & McKenna, B. (2017) Specialization codes in Management: ‘Strategy’ as disciplinary contestation, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Tilakaratna, N. & Szenes, E. (2017) Axiological cosmologies for writing about ‘self-reflective’ praxis, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Tilakaratna, N. & Szenes, E. (2017) The linguistic construction of critical ‘self-reflection’ in social work and business, 44th International Systemic Functional Linguistics Congress, University of Wollongong, Wollongong, July.

Toll, M. (2017) Hyper-knowledge codes: Contesting knowledge-building on the climate sceptic blogosphere, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Van Heerden, M. (2017) Et tu, feedback? The unintended betrayal of undergraduate student writers in English Studies, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Vidal-Lizama, M. (2017) Specialization codes in classroom discourse: A case of popular education, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Vorster, J. (2017) Academic development: Autonomy pathways towards gaining legitimacy, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Walton, E. (2017) Epistemic-semantic density in teacher conversations in professional learning communities, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Weekes, T. (2017) Writing better paragraphs in secondary school with semantic gravity waves, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Wilmot, K. (2017) The craft of theorising data: A Semantics analysis of doctoral writing, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Wilmot, K. & Locke, P. (2017) Workshop: Data decisions: Which concepts to use and how to use them, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Winberg, C. (2017) KEYNOTE: Changing the ‘Knowledgescape’ of South African Higher Education, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Winberg, S. (2017) Technologies to support epistemic transitions across a computer engineering programme, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Wolff, K. (2017) Epistemic maps and mathematical Autonomy tours in engineering practice, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Wolff, K. (2017) Workshop: Unlocking curriculum knowledge: Developing insights, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Wolmarans, N. (2017) Recontextualising ontic relations: Unintended consequences for the nature of reasoning, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Yang, H. (2017) A comparative study of senior high school Chinese language curriculum in NSW and Shanghai, CLTFA National Conference, Sydney, Australia, July.

Young, G. & Jacobs, C. (2017) Legitimacy and educational development units’ participation in programme renewal, Second International Legitimation Code Theory Conference, Sydney, Australia, July.

Zhao, W. (2017) Evaluation and legitimation in televised Chinese job interviews: An investigation of language users’  individuation44th International Systemic Functional Linguistics Congress, University of Wollongong, Wollongong, July.

2016

Andersson Varga, P. & Hipkiss A. M. (2016) Becoming a legitimate knower: Surfing semantic waves during in-school tutoring sessions, European Conference on Educational Research (ECER), Dublin, August.

Aris, S. (2016) Legitimate Skills and Knowledge: Developing a curriculum when the training package doesn't match your industry consultation, 25th National Vocational Education and Training Research Conference, NCVER, Adelaide.

Aris, S. (2016) Square pegs into round holes: Creating a curriculum when industry core knowledge constructions doesn't match your Training Package, 2nd Annual Navitas Professional Institute Conference (NPI), Melbourne, November.

Carroll, C. (2016) Making waves: Popular musicians’ learning and knowledge building in an Australian senior secondary music classroom, 32nd World Conference, International Society for Music Education, Glasgow, UK, July.

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.

Ellery, K. & Boughey, C. (2016) Is ‘offering’ powerful knowledge sufficient? Epistemic and social concerns in the sciences. Higher Education Close Up 8, Lancaster, UK. July.

Hipkiss A. M. (2016 poster) Knowledge and knower codes: A comparison of syllabus and classroom discourse in home and consumer studies, European Conference on Educational Research (ECER), Dublin, August.

Howard, S., Maton, K., Rennie, E., Ma, J., Yang, J., Thomas, J., Ciao, M. & Srikhanta, R. (2016) Big data, big theory: Moving beyond new empiricism to generate powerful explanations, Third International Sociological Association Forum of Sociology, Vienna, Austria, July.

Jones, P. (2016) Understanding online discussion: Socio-cultural and discoursal perspectives, Australian Association for Research in Education Conference, Melbourne, Australia, November.

Lin, A. & Lo, Y.Y., (2016) Exploring content and language co-construction in CLIL with semantic waves, Sixth International Conference on Immersion and Dual Language Education. Minneapolis, MN, USA, October.

Li Zhanzi, (2016 ) Discourse analysis of evaluative gravity in Fu Ying’s diplomatic speeches, International Systemic Functional Congress (ISFC 2016), Bandung, Indonesia, July.

Martin, J. L., Howard, S.K. & Maton, K (2016) Literacy apps in primary schools: Letters, spelling vocabulary, ASFLA Annual Conference, Sydney, September.

Maton, K., Howard, S.K. & Lambrinos, E. (2016) Bringing It All Back Home: The art of building knowledge from diverse sources, Regional Seminar, Stellenbosch University, South Africa, April

Maton, K, & Martin, J.L. (2016) Waving science: Semantic gravity and semantic density in secondary science classrooms, ASFLA Annual Conference, Sydney, September.

Monbec, L. (2016) Enabling cumulative learning from an English for Academic Purposes model to the discipline through an SFL/genre and LCT approach, International Systemic Functional Congress (ISFC 2016), Bandung, Indonesia, July.

Ncube, K. (2016) The nature of Marketing knowledge and the quest for social justice: Locating social justice in close-up research in higher education. Higher Education Close Up 8, Lancaster, UK. July.

Nielsen, W., Georgiou, H. & Jones, P. (2016) Research in student-generated digital media: Multimodal methods in science, Australian Science Education Research Association conference, Canberra, June-July.

Örbring, D. (2016) Recontextualising development in teaching school geography - Teachers’ story in Sweden and China, 6th European Geosynthetics Congress (EuroGeo6). Ljubljana, Turkey, September.

Quinn, L. & Vorster, J-A. (2016) Shaping a scholarly gaze for academic development practice. Higher Education Conference (HEC2016). Amsterdam, Netherlands, July.

Sabata, S. (2016) KEYNOTE: Rethinking pedagogy to widen student capabilities in vocational higher education in South Africa, Teaching & Learning Conference, Central University of Technology, South Africa, June.

Shi, C. (2016 ) Conjunction and the logogenetic construction of bonding in discourse of legal argumentation, International Systemic Functional Congress (ISFC 2016), Bandung, Indonesia, July.

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, Nov.

Toll, M. (2016) Understanding the constellations of meaning and feeling on the climate sceptic blogosphere, SPSS Research Day, University of Sydney, Australia, September.

Verdis, A. & Ceku, C. (2016) The legitimation codes of education research, Epistemological and methodological issues in the sociology of education, Thessaloniki, Greece, March.

Wolff, K. (2016) KEYNOTE: The innovative use of a problem-solving research model to support academic work, Teaching & Learning Conference, Central University of Technology, South Africa, June.

Yang, H. (2016). A Comparative study of Chinese and Australian senior high school curricula, The OCIES Conference, The University of Sydney, Nov 24-26th.

Yeo, J. & Gilbert, J. (2016) What it takes to produce a scientific explanation in dynamics, and the challenges students face, Australian Science Education Research Association conference, Canberra, June-July.

2015

Aris, S. (2015) Choosing schools: Using Temporality and Specialisation to reveal family strategies in school selection, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Aris, S. (2015) The more they stay the same: Understanding what lies beneath the educational practices of first generation Indian parents in Australia', TASA, Family, Relationships and Gender Research Group Symposium, Melbourne, Oct.

Behari-Leak, K. & Sabata, S. (2015) Re-thinking national excellence in teaching and learning awards in South Africa, HELTASA Annual Conference, South Africa, Nov.

Blackie, M. (2015) Introducing Legitimation Code Theory as a possible theory for educational research, Stellenbosch University, March.

Blackie, M.A.L. (2015) Using Semantics to critique chemistry education, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Bosman, J., Marais, M., & Naidoo, N. (2015) Exploring the semantic codes within physics through a motor vehicle related rescue case typology, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Boughey, C., Mckenna , S., Behari-Leak, K., Mkhize, T., Luck, J., Clarence, S., Mtombeni, T., de Bie, G., Haupt, G., Sabata, S. (2015) Critiquing higher education: The power of theory in a higher education doctoral studies programme, HELTASA Annual Conference, South Africa, Nov.

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.

Clarence, S. (2015) Workshop: Understanding Legitimation Code Theory, and putting it to work in academic development, Centre for Excellence in Teaching and Learning, Durban, South Africa, April.

Clarence, S. (2015) Using semantic profiles to inform pedagogic practice in Political Science’, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Clarence, S. (2015) Law as a knowledge code: A new approach to aligning legal curricula and pedagogy with the underlying goals of legal education, Regional Western Cape Law Teaching & Learning Colloquium, Cape Town, South Africa, Sept.

Clarence, S. (2015) Conceptualising the teaching Political Science as developing particular ‘knowers’: Implications for curriculum, pedagogy and assessment, Western Cape Regional Colloquium of SAAPS (South African Association of Political Studies), Cape Town, South Africa, Sept.

Clarence, S. (2015) Surfacing underlying tensions between professional fields of practice and curricula in professional disciplines, Fourth Learning, Teaching and Assessment Symposium, Durban University of Technology, South Africa, Oct.

Conana, H. (2015) Semantic profiles in undergraduate physics: Characterizing pedagogical practices and student learning, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Conana, H. (2015) The educational affordances of an extended physics curriculum structure: Characterizing pedagogical practices and student learning, HELTASA Annual Conference, South Africa, Nov.

Devrim, D. (2015) Situating the Sydney School’s approach to written feedback in higher education using Legitimation Code Theory: A focus on semantic waves, International Systemic Functional Linguistics Congress 42, Aachen, Germany, July.

Devrim, D. (2015) Situating the Sydney School’s approach to written feedback in higher education contexts using semantic waves, Australian Systemic Functional Linguistics Association Annual Conference, University of Queensland, Brisbane, Australia.

Doran, Y.J. (2015) Building knowledge in physics through mathematics: A view from Semantics, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Doran, Y.J. (2015) Images as knowledge-builders in physics, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Ellery, K. (2015) The knowledge-base of a science academic development course, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Enderstein, B. (2015) An analysis of curriculum structure in an introductory actuarial science course, Actual Science/Demography Seminar, University of Cape Town, South Africa, Sept.

Fagan, D. (2015) Social construction of pedagogical ICT discourse: The case of a UOT, HELTASA Annual Conference, South Africa, Nov.

Garraway, J. & Reddy, L. (2015) Understanding the drivers for work-based learning assessment in the Applied Sciences, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Halliday, L. (2015) Knowledge differentiation in a vocational curriculum for a new profession, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Hao, J. & Martin, J.R. (2015) Cultivating values, : Axiological charging in junior secondary History teaching, Appraisal, Multimodality and multiliteracy: International Conference on the language of evaluation, Jinan, China, Dec.

Hartley, G. (2015) An analysis of knowledge structures through post lesson trainee-teacher talk, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Hartley, G. (2015) Researching knowledge in knowledge age learning practice, International Conference On 21st Century Education, Dubai, UAE, November.

Harvey, A., James, B., Szenes, E., Kim, M. & Stevenson, M. (2015) The theoretical shaping of sustainable embedded writing instruction, European Association for the Teaching of Academic Writing (EATAW), Tallinn, Estonia.

Haupt, G. (2015) Who legitimises what? An LCT analysis of the selection process of a post-graduate degree in SA, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Hay, C. (2015) Code clashes in drama education, Drama Australia & Drama New Zealand International Conference, Sydney, Australia, July.

Hollis-Turner, S. (2015) Decoding disciplines: What knowledge matters in a higher education business qualification, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Hollis-Turner, S. (2015) The use of specialisation codes to decode a National Diploma curriculum in support of student learning and development, HELTASA Annual Conference, South Africa, Nov.

Howard, S. K. & Maton, K. (2015) Autonomy and knowledge-building: Bringing it all back home,First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Howard, S. K., Maton, K. & Lambrinos, E. (2015) In the service of History: Teachers’ autonomy in technology integration and knowledge building, 16th Biennial EARLI Conference for Research on Learning and Instruction, Limassol, Cyprus, August.

Hugo, W. (2015) KEYNOTE: The work of pedagogy, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Jackson, F. (2015) Understanding high school English literature pedagogy: A semantic gravity analysis, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Jones, L. (2015) Axiological patterning in doctoral examiner reports: An analysis of evaluating new knowledge in science and the humanities, International Systemic Functional Linguistics Congress 42, Aachen, Germany, July.

Kabel, K. (2015) Elevernes ressourcer for stillingtagen i litteraturundervisning (Pupils’ resources for evaluating teaching of literature), Status for Literacy 2015, Copehagen, Denmark, Sept.

Kajee, F. (2015) Educational leadership & management: A contested & complex field, Edu-lead Conference, Potchefstroom , South Africa, April.

Kirk, S. (2015) Waving across fields of practice: Three tales of Semantics, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Lambrinos, E. & Maton, K. (2015) Embodied knowledge and body knowledge: Using LCT to explore dance and gesture in education, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Larsen, V. (2015) Curriculum coherence in danish professional education employing problem-based learning, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Larsen, V. & Rasmussen, A. (2015) Regionalization of knowledge in professional education and its implications for students, European Conference of Educational Research (ECER), Budapest, Sept.

Li, Z. (2015) Appraisal and semantic gravity in “When I Was There: Selected speeches of Fu Ying”, Appraisal, Multimodality and multiliteracy: International Conference on the language of evaluation, Jinan, China, Dec.

Locke, P. (2015) Marketization within education: Explaining the alteration in teachers’ identity through autonomy codes, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Lück, J. (2015) Knowledge and knowing in a first-year Diploma and Degree, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Luckett, K. (2015) Gazes and lens in the postcolony: An analysis of philosophical studies on Africa using Legitimation Code Theory, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Luckett, K. (2015) Making the implicit explicit: Unpacking inferential reasoning in the humanities and social sciences, International Systemic Functional Linguistics Congress 42, Aachen, Germany, July.

Maqutut, T. & Sabata, S. (2015) Thinking about re-contextualization of physics for vocational programmes - insights from a European university, HELTASA Annual Conference, South Africa, Nov.

Martin, J.L. (2015) Body and soul: Musicians’ gazes and musical waves, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Maton, K. & Martin, J. L. (2015) History in the making: The temporality of knowledge practices in secondary school History, Australian Systemic Functional Linguistics Association Annual Conference, University of Queensland, Brisbane, Australia.

Maton, K. & Martin, J. L. (2015) Temporality and knowledge-building: About Time, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Matruglio, E. (2015) Cultivating a gaze: How knowers are made in Community and Family Studies and Ancient History, International Systemic Functional Linguistics Congress 42, Aachen, Germany, July.

Matruglio, E. (2015) Society’s stories: cultivating student gazes, Australian Systemic Functional Linguistics Association Annual Conference, University of Queensland, Brisbane, Australia.

McCabe, A. (2015) Engaging knowledge in on-line discussions in Spanish, International Systemic Functional Linguistics Congress 42, Aachen, Germany, July.

McKenna, S. (2015) What is the examiner looking for? An analysis of PhD examination reports, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

McKenna, S. (2015) Focusing on knowledge to transform curricula, Fourth Learning, Teaching and Assessment Symposium, Durban University of Technology, South Africa, Oct.

Meidell Sigsgaard, A-V. (2015) Who learns what? Democracy, Danish and social relations in second language education, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Meidell Sigsgaard, A.-V. (2015) What does recess have to do with democracy? Exploring connections between language, knowledge and knowing in practices of DSL in a fifth grade History class, International Systemic Functional Linguistics Congress 42, Aachen, Germany, July.

Min Xie (2015) Reconstructing the knowledge structure of China’s national English curriculum, Australian Systemic Functional Linguistics Association Annual Conference, University of Queensland, Brisbane, Australia.

Mkhize, T. (2015) Bearable oppression: Autonomy in fields of universities and professional associations, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Moch, S. (2015) Using Legitimation Code Theory (LCT) to examine principles which support pharmacology teaching, South African Journal of Infectious Disease Congress, Johannesburg, South Africa.

Moncayo, V. (2015) A sustainability cosmology: An analysis of a “green” company’s text in their sustainability report, International Systemic Functional Linguistics Congress 42, Aachen, Germany, July.

Mtombeni, T. (2015) Can anyone be a scientist? A Legitimation Code Theory analysis, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Ncube, K. (2015) An analysis of knowledge structures in South African Marketing diplomas, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Ngcobo, N. (2015) The enablements and constraints in the uptake of online teaching and learning in differentiated institutions, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Pountney, R. (2015) A fair exchange? Sharing the Social Science curriculum in the context of the Open Education movement in Higher Education, Victoria University of Wellington, Faculty of Humanities and Social Sciences, New Zealand, Feb.

Pountney, R. (2015) Autonomy and consensus-seeking in course planning and approval in higher education, Universities in the Knowledge Economy Conference, The University of Auckland, New Zealand, Feb.

Pountney, R. (2015) The specialisation of autonomy: epistemic insights operating in curriculum approval, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Richardson, S. (2015) Jazz education rhetoric and reality: How knower codes can exclude students from essential knowledge, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Roach, G. (2015) An investigation of the assessment of 'critical thinking' in student writing, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Rusznyak, L & Bertram, C. (2015) Contested notions of professionalism in initial teacher education programmes, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Sabata, S. & Scholtz, S. (2015) Using Legitimation Code Theory to widen student capabilities, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Shay, S. (2015) KEYNOTE: Curriculum reform in higher education, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Shay, S. (2015) Curriculum reform in HE: The problem of inequality, Third Social Realist Symposium, Cambridge, UK, July.

Siebörger, I. (2015) Using axiological semantic density and appraisal to investigate political positioning, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Siebörger, I. (2015) APPRAISAL and axiological semantic density: Using Systemic Functional Linguistics and Legitimation Code Theory to investigate political positioning, International Systemic Functional Linguistics Congress 42, Aachen, Germany, July.

Singh, V. & Gero, J.S. (2015) How different models of value change affect emergent patterns in design practice: Agent based simulations, iCord 15 International Conference on Research into Design, Bangalore, Jan.

Toll, M. (2015) ‘Different types of legitimacy’: University students’ recognition of the organizing principles of knowledge, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Toll, M. (2015) Theorizing digital social networks and the problem of knowledge-blindness: The case of the climate sceptic blogosphere, Theorizing Digital Society, University of Canberra, Sept.

Toll, M. (2015) Climate sceptic bloggers and “Mike’s nature trick”: Using Legitimation Code Theory to analyse the knowledge practices of the ‘Climategate’ controversy, SPSS Research Day, University of Sydney, Australia, Nov.

Tweed, B. (2015) Legitimation and Pangarau (curriculum mathematics): Understanding struggle in a Kura Maori, Faculty of Education Seminar Series, Victoria University of Wellington, New Zealand, April.

Trzebiatowski, K. (2015) ‘English teachers are (not) teachers of English’: Language focus in the English classroom, ResearchEd English and Literacy Conference, Swindon, UK, Nov.

Vahed, A. (2015) Theorising access to legitimate knowledge through games, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Vallabh, P. (2015) Do citizen science methodologies enable epistemic access?, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Verdis, A. (2015) The educational character of educational research and the Legitimation Code Theory, Congress for 30 years of Department of Philosophy-Pedagogy-Psychology, National and Kapodistrian University of Athens, Greece, April.

Vorster, J-A. (2015) Shaping professional identities – challenges for curriculum design in professional programmes, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Vorster, J-A. & Quinn, L. (2015) Theorising the knowledge in a formal course for academic developers, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Walls, R. & Wolff, K. (2015) Student perception of Structural Engineering knowledge building through a technology-enhanced teaching approach, Scholarship of Teaching and Learning Conference, Stellenbosch, October.

Walton, E. (2015) Teacher education for inclusion: Practical or professional knowledge? , First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Walton, E. (2015) KEYNOTE: Developing professional knowledge for inclusive education, First South African Symposium on Teacher Education for Inclusion, North-West University, South Africa, Sept.

Weekes, T. (2015) From dot points to disciplinarity: Traversing the boundaries between forms of disciplinary knowledge in senior secondary schooling, International Systemic Functional Linguistics Congress 42, Aachen, Germany, July.

Wilmot, K. (2015) Knowledge practices in PhD research: Using LCT to understand ‘high-order transfers’, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Winberg, C., Bester, M., Sabata, S., Scholtz, D. & Staak, A. (2015) Graduate attributes: An orientation towards an unknown future, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Winberg, S., Winberg, C. & Engel-Hills, P. (2015) Transferring from a technician to a professional programme in computer engineering, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Wolff, K. (2015) Insights into engineering problem-solving codes and contexts, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Wolff, K. (2015) Rethinking the engineering curriculum to enable effective problem-solving in complex real-world contexts, HELTASA Annual Conference, South Africa, Nov.

Wolmarans, N. & Case, J. (2015) The problem of contextual complexity: a case study in engineering design, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

2014

Carroll, C. (2014) Baroque or ‘barock’?  Knowledge and knower dissonance in senior secondary Music education, Musicological Society of Australia 37th National Conference,  Melbourne, Nov- Dec.

Cheung, L.M.E. (2014) Legitimising the knowers’ multiple voices in L2 postgraduate writing, 25th European Systemic Functional Linguistics, Paris, July

Clarence, S. (2014) Surfing the waves of learning? Exploring the possibility of enabling greater cumulative knowledge building through pedagogy using Semantics, Higher Education Close-Up 7, Lancaster, July.

Clarence, S. (2014) What makes political science ‘special’ and why that matters for teaching and learning, Economics and Management Sciences Faculty Seminar, UWC, South Africa, August.

Clarence, S. (2014) What makes Law ‘special’ and why this is important for teaching and learning, Law Faculty Seminar, University of the Western Cape, South Africa, October.

Coffin, C. (2014) KEYNOTE: A Language as Social Semiotic approach to teaching and learning in higher education, 41st International Systemic Functional Congress and X Latin-American Systemic Functional Congress, Mendoza, Argentina, April.

Dreyfus, S. (2014) Exploring the disciplinary knowledge of linguistics from within the SLATE project, 8th International Free Linguistics Conference, Shanghai, Sept.

Georgiou, H., Maton, K. & Sharma, M. (2014) KEYNOTE Unweaving the rainbow: physics knowledge, its effects, and the consequences for teaching and learning, Australian Institute of Physics Congress, Canberra, Australia, Dec.

Giloi, G. (2014) Design assessment: A socially responsible practice or subjective judgement?, Cumulus Johannesburg, South Africa, September.

Harvey, A., James, B., Szenes, E., Kim, M. & Stevenson, M. (2014). Embedding at the pointy end of faculty concerns: Curriculum renewal, AALL Symposium on Collaboration, Reflection and Renewal, Queensland University of Technology, Brisbane, Australia, November.

Hood, S. (2014) KEYNOTE: The lecturing body and learning to mean in the uncommon-sense ways of different disciplines, 41st International Systemic Functional Congress and X Latin-American Systemic Functional Congress, Mendoza, Argentina, April.

Humphrey, S. (2014) Social space ‘invaders’: Negotiating civic discourse on adolescent social networking sites, Australian Systemic Functional Linguistics Association Conference, University of New South Wales, Sydney, October.

Hunma, A. (2014) Gazes in the humanities: A methodological enquiry, Curriculum Conversations, Cape Town, June.

Jacobs, C. (2014) KEYNOTE: Academic literacies and the question of knowledge, Academic literacies: Scholarship, research and practice in the South African context, Cape Town, Nov.

Kelly-Laubscher, R. (2014) The structure of knowledge in biology, Curriculum Conversations, Cape Town, June.

Lake, L. (2014) Understanding health in context, Teaching and Learning Conference, University of Cape Town, South Africa.

Larsen, V. & Rasmussen, A. (2014) The regionalisation of knowledge and its implications for medium-range higher education in Denmark, ESREA Conference, Aalborg University, June.

Luckett, K. (2014) Accounting for knowledge: A social realist view, Curriculum Conversations, Cape Town, June.

McDonald, L. (2014) Building knowledge and dialogic teaching: Insights from SFL, 25th European Systemic Functional Linguistics, Paris, July

Martin, J.R. (2014) KEYNOTE: Revisiting field: ‘Semantic density’ in Ancient History & Biology discourse, 41st International Systemic Functional Congress and X Latin-American Systemic Functional Congress, Mendoza, Argentina, April.

Martin, J.R. (2014) KEYNOTE: Exploring content: Building knowledge in school discourse, Free Linguistics Conference 2014, Shanghai, Sept.

Meidell Sigsgaard, A. (2014) Why is it so hard to ‘use your own words’? - Or who is the ideal knower in an observed 5th grade Danish as a SL and History classroom, 41st International Systemic Functional Congress and X Latin-American Systemic Functional Congress, Mendoza, Argentina, April.

Meyer, W. (2014) Legitimation Code Theory: Exploring its implications for the study of the New Testament, Annual Meeting of the New Testament Society of Southern Africa, Bloemfontein, April.

Myers, P. (2014) Being explicit to students about what is required to be successful in an introductory Accounting course, Teaching and Learning Showcase, Rhodes University, South Africa, November.

O’Brien, R. (2014) A new analysis of claims to identity and belonging: The importance of knowledge within Australian Native Title claims, XVII ISA World Congress of Sociology, Yokohama, Japan, July.

Pountney, R. (2014) Trials and tribunals: Consensus seeking in course design approval in UK Higher Education, De Montford University, UK, Research Seminar, October.

Quinn, L. and Vorster, J. (2014) Practising what we preach in a course on teaching for lecturers, HELTASA, University of the Free State, November.

Shay, S. (2014) The analysis of knowledge practices, Curriculum Conversations, Cape Town, June.

Singh, V., Hugo, W. & Essack, S. (2014) What does gravity, density and waves got to do with primary education?, 8th Annual Teaching and Learning Higher Education Conference, University of Kwazulu-Natal, Sept.

Steyn, D. (2014) Putting LCT to work, Curriculum Conversations, Cape Town, June.

Tang, B. (2014) On the complementarity between the theory of individuation and the principle of Specialization – A study based on the formation of coding orientations’, 14th Chinese National Conference on Discourse Analysis, Chang An University, Xian, September.

Vosloo, R. (2014) Maton - the link to epistemological access, STOL@UJ - Towards a Socially Just Pedagogy, Johannesburg, South Africa, July.

Weekes, T. (2014) Exploring knowledge and knowers in a literacy intervention, Australian Systemic Functional Linguistics Association Conference, University of New South Wales, Sydney, October.

Wolmarans, N. (2014) Exploring the role of disciplinary knowledge in engineering when learning to design, DTRS 10: Design Thinking Research Symposium, Purdue University,  October .

Zhu Yongsheng (2014) The influence of Bourdieu's cultural reproduction theory on LCT, Shanghai Jiao Tong University, April.

Zhu Yongsheng (2014) KEYNOTE: On the formation mechanism of the semantic wave [in Chinese], 14th Graduate Academic Cultural Festival, Shanghai, May.

Zhu Yongsheng (2014) On the formative mechanisms of semantic waves, 8th International Free Linguistics Conference, Shanghai, Sept.

Zhu Yongsheng (2014) The concepts of semantic gravity and semantic density and their application in college English teaching, Xi'an University, Oct.

Zhu Yongsheng (2014) A brief introduction to LCT, Hangzhou Normal University, Nov.

2013

Aldred, E. (2013) Mapping the landscape of education doctorates. The case of the professional doctorate (EDD) in England, LCT UK Group Symposium, Sheffield Hallam University, Dec.

Behari-Leak, K. (2013) Researcher's assumptions versus participant's reality, PhD Conference on Knowledge, Curriculum and Educational Practices, Rhodes University, Grahamstown, South Africa.

Behari-Leak, K., Sabata, S., Haupt, G., Luck, J., Mtombeni, T., Clarence, S., Wilson, H, and De Bie, G. (2013) A project-based approach to PhD study: Reflections on the journey, PhD Conference on Knowledge, Curriculum and Educational Practices, Rhodes University, Grahamstown, South Africa.

Blunden, J. (2013) Missing the link? Exploring the intersemiosis of verbiage and artefact in museum exhibitions, ASFLA Annual Conference, Melbourne, October.

Chen, H,  McKenzie, B, Derewianka, B. & Harris, P. (2013) Recontexualisation of Australian Curriculum: English into different state syllabi, ASFLA Annual Conference, Melbourne, October.

Christie, F. (2013) KEYNOTE: Seizing the moment: the case of English literature studies, ASFLA Annual Conference, Melbourne, October.

Clarence, S. (2013) Using semantic gravity to understand the ways in which cumulative learning could be enabled, PhD Conference on Knowledge, Curriculum and Educational Practices, Rhodes University, Grahamstown, South Africa.

de Bie, G. (2013) Analysis of curriculum: Exploring integrative knowledge building for the professions, PhD Conference on Knowledge, Curriculum and Educational Practices, Rhodes University, Grahamstown, South Africa.

Derewianka, B. (2013) KEYNOTE: Developing an informed appreciation of literary texts, ASFLA Annual Conference, Melbourne, October.

Don, A. (2013) Invocation, intertextuality, cosmologies, Appraisal Symposium, UNSW, Sydney, Feb.

Don, A. (2013) Valorising GM food in the media: How science is positively contributing to our future, ASFLA Annual Conference, Melbourne, October.

Georgiou, H. & Sharma, M. (2013) Physics knowledge and its effects: A study of student responses in thermodynamics using Legitimation Code Theory, Physics Education Research Conference 2013, Portland, Oregon, USA, July.

Gill, T., Maton, K., Martin, J.R., Unsworth, L. & Howard, S.K. (2013) Riding the next wave: Facing challenges for linguists posed by knowledge-building, ASFLA Annual Conference, Melbourne, October.

Glenn, E. (2013) Exploring climate change through dialogue, Three Minute Thesis competition - UTS finals, Sydney, August.

Halliday, L. (2013) An analysis of how knowledge is differentiated in occupationally-based curriculum for a new profession, HELTASA 2013, UniSA, November.

Haupt, G. (2013) Gaining formal access into the Master’s in Clinical Psychology programme: Advantages of a Legitimation Code analysis, 2013 HSRC social sciences research conference, Birchwood, UK, September.

Hood, S. & Martin, J.R. (2013) Making semantic waves in classroom practice using LCT and SFL, How Does Language Work?, Aston, June.

Howard, S.K. & Maton, K. (2013) Form and content: A study of underlying forms of knowledge and technology integration in secondary teaching, 20th Annual Conference of the Association for Learning Technology (ALT-C), Nottingham, September.

Larsen, V. (2013) Knowledge formations in Problem-Based Learning, Annual European Conference of Educational Research, Istanbul, Turkey, September.

Ledinake, T. (2013) Towards code theory with Bernstein and Maton, LCT UK Group Symposium, Sheffield Hallam University, Dec.

Lindstrøm, C. (2013) The knowledge structure of introductory quantum physics, Third Joint Meeting of the Nordic Physics Societies, Lund University, June.

Martin, J.L. (2013) KEYNOTE: I is the spirit of jazz, Appraisal Symposium, UNSW, Sydney, Feb.

Martin, J.R. (2013) KEYNOTE: Revisiting mode: Context in/dependency in Ancient History classroom discourse, IX ALSFAL, Santiago, Chile, October.

Martin, J.R. (2013) KEYNOTE: Exploring content: Building knowledge in school discourse, Teacher Learning for European Literacy Education, Madrid, October. WATCH TALK VIA LINK!

Maton, K. & Howard, S.K. (2013) Technology and knowledge: Teachers’ conceptions of subject-area practices and technology integration, 15th Biennial EARLI Conference for Research on Learning and Instruction, August, Munich.

McCartney, P. (2013) Sanskrit knowers and the Guru's gaze: Power and legitimacy in the Shanti Mandir Ashram, Anthropology Seminar Series 2013, ANU, Canberra, Nov.

Meidell Sigsgaard, A. (2013) "Viden på vej" - Who knows what?, Nationalt Videncenter for Læsning Annual Conference, Copenhagen, Denmark, September.

Meidell Sigsgaard, A. (2013) KEYNOTE: Hvem ved hvad? - Evaluering i den daglige samtale i DSA-undervisningen [Who knows what - Evaluation in everyday talk in Danish as a second language teaching], Temadag arrangeret af Tosprogs Taskforce, Ministeriet for Børn og Undervisning, Vanløse, Denmark, November.

Meidell Sigsgaard, A. (2013) KEYNOTE: Tydelige mål som middel til inklusion af tosprogede børn, Skolen og det Inkluderende Samfund, Temadag arrangeret af SFI, Copenhagen, Denmark, November.

Meidell Sigsgaard, A.(2013) Why is it so hard to "use your own words"?, Multikulturelle Skoler 2013 - Flersprogethed som middle eller mål? Folkeskolens opgave I en verden af sproglig diversitet, Copenhagen, Denmark, November.

Mkhize, T. (2013) Professional knowledge: A contested terrain, PhD Conference on Knowledge, Curriculum and Educational Practices, Rhodes University, Grahamstown, South Africa.

Mtombeni, T. (2013) Advancing Social Inclusion in higher education curriculum design and development, PhD Conference on Knowledge, Curriculum and Educational Practices, Rhodes University, Grahamstown, South Africa.

O'Sullivan, D. (2013) Explorations in semantic waves: From SFL and LCT to AMEP, ASFLA Annual Conference, Melbourne, October.

Pountney, R. (2013) Describing what? The articulation of curriculum in the context of course planning, design and approval in higher education, Sheffield Institute of Education Research Seminar Programme, May.

Pountney, R. (2013) Creating the curriculum for ‘whoever’ and ‘whatever’: institutional ‘consensus-seeking’ in the higher education curriculum, Sixth Annual Conference of the Higher Education Institutional Research (HEIR) Network, Birmingham, July.

Pountney, R. (2013) Trials and tribunals: Consensus-seeking in the approval of course design in higher education -  a focus on interpreting the data, LCT UK Group Symposium, Sheffield Hallam University, Dec.

Roach, G. & Kirk, S. (2013) Sharing approaches to technical tools for coding and analysis  (Nvivo, Endnote, Evernote, Scrivener etc), LCT UK Group Symposium, Sheffield Hallam University, Dec.

Sabata, S. (2013) Legitimation practices in the social construction of teacher education pedagogic discourse at a UoT, PhD Conference on Knowledge, Curriculum and Educational Practices, Rhodes University, Grahamstown, South Africa.

Shay, S. (2013) Curriculum in higher education: Trying to make sense of what’s going on’, Institute of Teaching and Learning, University of Sydney, April.

Shay, S. (2013) KEYNOTE: Putting knowledge to work: Key principles for curriculum reform in higher education, Fourth Annual Research and Innovation in Teaching and Learning Conference, Cape Town, Dec.

Shay, S. (2013) Curriculum design for vocational and professional pathways: Enabling epistemic access and progression, HELTASA 2013, UniSA, November.

Singh, V. & Gero, J.S. (2013) Developing a multi-agent model to study the social formation of design practice, Fourth International Conference on Research into Design, Indian Institute of Technology Madras, India.

Szenes, E. & Tilakaratna, N. (2013) Critical thinking and employment readiness: The role of semantic waves in preparing students for life after university11th Biennial Conference of the Association for Academic Language and Learning, RMIT University, Melbourne, Nov.

Thomson, E. A. (2013) “We are icons of Australian society” Utilising iconography to perpetuate a cultivated gaze in the Australian Defence Organisation (ADO), ASFLA Annual Conference, Melbourne, October.

Wang, C. (2013) Media cosmology: Analysis of negative attitude in media discourse, Appraisal Symposium, UNSW, Sydney, Feb.

Wignell, P. (2013) Helping students come to grips with academic discourse: Identifying strategic points of intervention, Festival of Teaching, Southern Cross University, October.

Winberg, C. (2013) Integrating exit level outcome requirements into an engineering degree programme using Legitimation Code Theory, HELTASA, UniSA, Nov.

Yi, L. (2013) Teaching reading and writing in the form of semantic waves, Faculty of Education, University of Hong Kong, May.

Zhu Yongsheng (2013) Legitimation Code Theory: Innovating Bernstein’s knowledge structures [in Chinese], New Directions in Linguistics Seminars, Shanghai, Dec.

2012

Alexandre, M.F. (2012) Forward is the only way to go: The representation and legitimation of science as avant garde, 39th International Systemic Functional Congress, UTS, Sydney, July.

Chen, R. (2012) Western students’ experiences of an Asian learning environment: Towards extending cultural boundaries, 32nd annual conference of the Society for Teaching and Learning in Higher Education (STLHE 2012), Montréal, June.

Conana, H. & Marshall, D. (2012) A curriculum designed to develop cumulative learning in introductory Physics: An analysis of students’ learning, Seventh International Basil Bernstein Symposium, University of Provence, June.

Don, A. (2012) Australian attitudes, 39th International Systemic Functional Congress, UTS, Sydney, July.

Georgiou, H. (2012) Exploring students’ (mis)conceptions of physics, Seventh International Basil Bernstein Symposium, University of Provence, June.

Geraghty, R., McNamara, M. & Fealy, G. (2012) The ‘angel of mercy’ enters the university: an analysis using LCT(Specialisation) of nursing academics’ struggle for academic legitimacy in building nursing knowledge, Seventh International Basil Bernstein Symposium, University of Provence, June.

Howard, S.K. (2012a) A quantitative language of description: The evolution of an instrument for mixed-methods research in code theory, Seventh International Basil Bernstein Symposium, University of Provence, June.

Howard, S.K. (2012b) KEYNOTE: The Digital Education Revolution: The role of knowledge and technology practices in a large-scale 1-1 laptop initiative, e/merge 2012 (www.http://emerge2012.net/), University of Cape Town, South Africa, July.

Humphrey, S. & Robinson, S. (2012) Riding the semantic wave to whole school literacy development, Australian Association for Research in Education Annual Conference, University of Sydney, Dec.

Larsen, V. (2012) Inter-disciplinarity and knowledge progression in Problem Based Learning (PBL), Knowledge and Curriculum in Higher Education Symposium, University of Cape Town, November.

Liu, Y. (2012) Teaching reading and rewriting in the form of semantic waves, 39th International Systemic Functional Congress, UTS, Sydney, July.

Lilliedahl, J. (2012) Developing visibility: Music education and the New Right, Seventh International Basil Bernstein Symposium, University of Provence, June.

Lindstrøm, C. (2012a) Cumulative knowledge-building in a hierarchically knowledge structured discipline: teaching university physics to novices, Seventh International Basil Bernstein Symposium, University of Provence, June.

Lindstrøm, C. (2012b) The knowledge structure of introductory quantum mechanics, 44th Conference of the European Group on Atomic Systems, Gothenberg, Sweden, July.

Luckett, K., Hunma, A. & Pancham, K. (2012) Making insights, gazes and lenses explicit in the humanities: The quest to facilitate cumulative learning in Humanities Foundation Courses, Knowledge and Curriculum in Higher Education Symposium, University of Cape Town, November.

McKenna, S. (2012) The role of knowledge in social inclusion, HELTASA 2012, Stellenbosch University, South Africa, Nov.

Martin, J.R. (2012) Embedded literacy: Knowledge as meaning in secondary school science and history, The University of Hong Kong, Faculty of Education Public Seminar, March.

Martin, J.R. (2012) KEYNOTE: Genre, identity and restorative justice: Rule and role in Youth Justice Conferencing, Rethinking Genre, Carleton University, Canada, June.

Martin, J.R. (2012) Power words, power grammar, power composition, 39th International Systemic Functional Congress, UTS, Sydney, July.

Martin, J.R. (2012) KEYNOTE: A functional linguistic perspective on evaluation, 24th International Conference on Computational Linguistics, 2nd Workshop on Sentiment Analysis where AI meets Psychology (SAAIP 2012), Mumbai, India, December.

Matruglio, E. & Macnaught, L. (2012) Pedagogy for knowledge-building, 39th International Systemic Functional Congress, UTS, Sydney, July.

Millar, V. (2012) Disciplinary and interdisciplinary knowledge in higher education curricula, Seventh International Basil Bernstein Symposium, University of Provence, June.

Mkhize, T. (2012) The role of knowledge in social inclusion, HELTASA 2012, Stellenbosch University, South Africa, Nov.

Mtombeni, T. (2012) The role of knowledge in social inclusion, HELTASA 2012, Stellenbosch University, South Africa, Nov.

O’Brien, R. (2012) Native title and the politics of place and space, Theorising Indigenous Sociology Workshop, University of Sydney, July.

O’Connor, T., Mac Ruairc, G., Ahern, A. and McNamara, M. (2012) ‘I know it when I see it’: Explicating critical thinking in higher education curriculum, pedagogy, and assessment, American Education Research Association Annual Conference, Vancouver, Canada.

O’Sullivan, D. (2012) Building knowledge in the CSWE classroom: Power words and power grammar, Professional Development Workshop for NAVITAS, Sydney.

Plowright, D. (2012) To what extent do postgraduate students understand the principles of mixed methods in educational research?, UKCGE 3rd International Conference on Professional Doctorates, Florence, April.

Quinn, M. (2012) University students’ perceptions of themselves and others in an international teaching immersion experience, Australian Association for Research in Education Annual Conference, Sydney, Australia.

Richard-Bossez, A. (2012) Formes de savoirs et différenciations scolaires à l’école maternelle [Knowledges and scholarly differences at nursery school], Seventh International Basil Bernstein Symposium, University of Provence, June.

Sabata, S. (2012) The role of knowledge in social inclusion, HELTASA 2012, Stellenbosch University, South Africa, Nov.

Shay, S. (2012) Conceptualizing differentiation in higher education: A curriculum point of view, Seventh International Basil Bernstein Symposium, University of Provence, June.

Shay, S. (2012) KEYNOTE: Higher education for epistemic access, Society for Research into Higher Education Annual Conference, Newport, December.

Siebörger, I. (2012) The battle of the black box: Axiological condensation's role in building procedural knowledge in the South African parliament, 39th International Systemic Functional Congress, UTS, Sydney, July,

Weekes, T. (2012) Exploring knowledge and knowers in senior secondary school educational research, Postgraduate Research Conference, Faculty of the Professions, University of New England, Armidale, October.

Winter, I. (2012) Knowledge and skill building in inquiry-based instruction, part of panel on 'Authentic and explicit research culture: Students' induction into research', Partnerships: 7th ERGA Conference, University of Adelaide, Sept.

Wolff, K. (2012) Where the hierarchical and horizontal meet: a methodology for understanding complex multidisciplinary praxis in an emerging engineering region and the implications for curriculum design, Seventh International Basil Bernstein Symposium, University of Provence, June.

Wrynn, B. (2012) Curriculum recontextualisation in the Irish primary school, Conference for Doctoral Researchers in Education, Queens University, Belfast.

2011

Alexandre, M.F. (2011) Legitimação do conhecimento especializado - a perspectiva de um biólogo, Apresentação no 78º Encontro Quinzenal de Linguística Sistémico-Funcional. FLUL, Lisboa.

Christie, F. (2011) KEYNOTE: Knowledge structures and schoool literacy studies, International Systemic Functional Congress 38, Lisbon, July.

Djonov, E., Doran, Y. & Hood, S. (2011) Presenting and interacting with knowledge in different disciplines: The role of language, body and presentation technologies in face-to-face undergraduate lectures, Australian Systemic Functional Linguistics Association National Conference, University of New England, Armidale, Sept.

Guo, L., Gong, W. & Huaqing, H. (2011) Cumulative and segmented learning in secondary mathematics and English: an exploratory study, International Systemic Functional Congress 38, Lisbon, July.

Hao, J. (2011) Are you aligning students, or aligning me?, International Systemic Functional Congress 38, Lisbon, July.

Hao, J. (2011) Investigating development of ‘semantic waves’ in undergraduate biology, Australian Systemic Functional Linguistics Association National Conference, University of New England, Armidale, Sept.

Hay, C. (2011) Learning to inhabit the chair: Knowledge in the directing program at the National Institute of Dramatic Art (NIDA), Knowledge/Culture/Social Change, University of Western Sydney, Nov.

Hood, S. (2011) KEYNOTE: Travelling into interdisciplinary space: Making sense of worlds of difference, International Systemic Functional Congress, Lisbon, July. SLIDES AVAILABLE HERE

Inako, A. (2011) How physicists and free journalists negotiated their knowledges on Fukushima on Twitter, Oita Text Forum Workshop, Oita University, Japan, Dec.

Jackson, F. (2011) Mapping pedagogical moves: Insights arising from discourse analysis and Legitimation Code Theory, Kenton Education Association Conference: Educating for humanity, Cape Town, Nov.

McCabe, A. (2011) First-year university writing: Creating a cultivated gaze, International Systemic Functional Congress 38, Lisbon, July.

McCabe, A. (2011) Two perspectives on knowledge structures and academic language, 1st Interdisciplinary Linguistics Conference, Queens University, Belfast, October.

McNamara, M., Fealy, G. & Geraghty, R. (2011) A social realist investigation of academic nursing: Specialisation and Semantics, Sigma Theta Tau International: 22nd International Nursing Research Congress & World Academy of Nursing Science 2nd International Nursing Research Conference, July.

Macnaught, L. (2011) Meaning-cues in teachers’ initiation moves, Australian Systemic Functional Linguistics Association National Conference, University of New England, Armidale, Sept.

Macnaught, L., Matruglio, E., Maton, K. & Martin, J.R. (2011) Jointly constructing the semantic wave in teacher training, Australian Systemic Functional Linguistics Association National Conference, University of New England, Armidale, Sept.

Martin, J.L. (2011) Writing and all that jazz: Literacy in the performing arts, part of roundtable: Mickan, P., J. Martin, N. Cominos & H. Alyousef. ‘Social semiotics: Understanding disciplinary literacies’, Association for Academic Language and Learning conference, Adelaide, SA., November.

Martin, J.L. (2011) Honours and all that jazz: Writing preparation for higher degrees, Doctoral writing in the visual and performing arts: challenges and diversities, University of Sydney College of the Arts, Sydney, November.

Martin, J.R. (2011) KEYNOTE: Embedded literacy: Knowledge as meaning, Australian Systemic Functional Linguistics Association National Conference, University of New England, Armidale, Sept.

Martin, J.R., Zappavigna, M. & Dwyer, P. (2011) Angry boys: Casting identity in NSW Youth Justice Conferencing, Language and the Law: Special event of ALAA, ALANZ & ALS conferences, Canberra, Dec.

Matruglio, E., Maton, K. & Martin, J.R. (2011) Waves through time: Temporality and the semantic wave, Australian Systemic Functional Linguistics Association National Conference, University of New England, Armidale, Sept.

O’Connor, T., McNamara, M., Ahern, A., Mac Ruairc, G. and O’Donnell, D. (2011) Theorising critical thinking in nursing education, Third International Nursing and Midwifery Conference, National University of Ireland.

O’Connor, T., Mac Ruairc, G., Ahern, A. and McNamara, M. (2011) Explicating critical thinking in the academy: The equality imperative, European Conference on Educational Research, Berlin.

Siebörger, I. & Adendorff, R. (2011) Spatial negotation as recontextualisation in the Parliament of the Republic of South Africa, Mobility, Language, Literacy conference, University of Cape Town, Jan.

Zappavigna, M. (2011) KEYNOTE: Analysing body language in NSW Youth Justice Conferencing, Australian Systemic Functional Linguistics Association National Conference, University of New England, Armidale, Sept.

2010

Carvalho, L. & Dong, A. (2010) Bringing a social realist approach into computer-supported learning environments: The Design Studio case study, Sixth Basil Bernstein International Symposium, Brisbane, June-July.

Chen, R., Maton, K. & Bennett, S. (2010) Developing a language of description: Analysing students' experiences of constructivist pedagogy online using LCT, Sixth Basil Bernstein International Symposium, Brisbane, June-July.

Christie, F. (2010) Making sense of 'The Journey': a case study in segmental pedagogy in senior secondary school subject English, Sixth Basil Bernstein International Symposium, Brisbane, June-July

Coffin, C. & Hood, S. (2010) Researching disciplinary writing: Research methods for investigating academic writing: practices and text perspectives, International Systemic Functional Linguistics Association Conference, Vancouver, July.

Dreyfus, S. (2010) Exploring linguistics, ASFLA 10th Annual Conference, Adelaide, Sept-Oct.

Hlengwa, A. (2010) Towards an understanding of service-learning as a pedagogic tool, Sixth Basil Bernstein International Symposium, Brisbane, June-July.

Hood, S. (2010) Legitimising research differently in different intellectual fields: Instantiating different knowledge-knower structures, Sixth Basil Bernstein International Symposium, Brisbane, June-July.

Hood, S. (2010) 'I was there': Recontextualising story genres into academic writing, 22nd European Systemic Functional Linguistics Conference, Koper, Slovenia, July.

Hood, S. (2010) Language and legitimation: Disciplinary differences in constructing space for new knowledgeThe Halliday Centre for Intelligent Applications of Language Studies Pearling Appliable Linguistics Seminar Series, City University of Hong Kong, Oct.

Howard, S.K. & Maton, K. (2010) A missing piece of the technology puzzle: The role of knowledge practices in the Digital Education Revolution, Australian Association for Research in Education Annual Conference, Melbourne, Dec.

Lindstrom, C. (2010) Mapping the hierarchy: Advancing the theoretical and practical understanding of the hierarchical knowledge structure of physics, Sixth Basil Bernstein International Symposium, Brisbane, June-July.

McCabe, A. (2010) A mix of theoretical perspectives on a first-year writing program abroad, Annual Conference on College Composition and Communication conference, Louisville, Kentucky, USA, March.

McCabe, A. (2010) Framing an analysis of a first-year writing program: legitimation and genre, Annual American Association for Applied Linguistics Conference, Atlanta Georgia, USA, March.

McNamara, M.S., Fealy, G. & Geraghty, R. (2010) Nurse tutors’ tales of transition: a clash of legitimation codes?, Society for Research in Higher Education Annual Conference, Newport, Wales, Dec.

Martin, J.R. (2010) KEYNOTE: Life as a Theme: Pitching vertical discourse in powerpoint slides, 5ICOM, UTS, Sydney, Nov.

Martin, J.R. (2010) KEYNOTE: Beyond redemption: Faith, choice and consequence in youth justice conferencing, 12th International and National Conference on Discourse Analysis, Tongji University, Shanghai, China, Nov.

Martin, J.R., Maton, K. & Matruglio, E. (2010) Historical cosmologies: Epistemology and axiology in Australian secondary school history, The Halliday Centre for Intelligent Applications of Language Studies Pearling Appliable Linguistics Seminar Series, City University of Hong Kong, Sept.

Martin, J.R. & Matruglio, E. (2010) Ancient History is bringing me down: Interdisciplinary analysis at work, 4th Annual International Free Linguistics Conference, University of Sydney, October.

Martin, J. & Matruglio, E. (2010) Flights of fancy: A functional linguistic interpretation of semantic gravity and semantic density in secondary school history teaching, Sixth Basil Bernstein International Symposium, Brisbane, June-July.

Maton, K. & Bennett, S. (2010) Leaving digital natives behind: The latest evidence and what's wrong with the very grounds of this debate, Australian Association for Research in Education Annual Conference, Melbourne, Dec.

O’Connor T., Ahern A., McNamara M. and Mac Ruairc G. (2010) Developing critical thinking ability; the contribution of a university education, EAIR Forum, Valencia, Spain.

O’Connor, T., Ahern, A., Mac Ruairc, G. and McNamara, M. (2010) Critical thinking in the university curriculum, International Symposium for Engineering Education, Cork.

Shay, S. (2010) The formation of higher education curriculum: A case study from a South African History programme, Sixth Basil Bernstein International Symposium, Brisbane, June-July.

Vorster, J. (2010) Facing both ways: An analysis of the structuring principles underpinning the integration of theory and practice in a Journalism and Media Studies curriculum in a "research-intensive" university, Sixth Basil Bernstein International Symposium, Brisbane, June-July.

2009

Caldwell, D. (2009) Spitting and seducing: Interpersonal meanings and complementarity in pop rap, Free Linguistics Conference, University of Sydney, Oct.

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.

Luckett, K. (2009) Disciplinarity in question: Comparing knowledge and knower codes in sociology, Knowledge and Curriculum in Higher Education Symposium, University of Cape Town, South Africa, June.

Martin, J.R. & Matruglio, E. (2009) The logogenesis of knowledge: Teaching history, ALSFAL (Latin American Systemic Functional Linguistics Association) Annual Conference, Mar del Plata, Argentina.

Martin, J.R. & Zappavigna, M. (2009) Beyond redemption: Choice and consequence in youth justice conferencin,, Towards Restorative Justice: The Challenges, promises and processes of a new paradigm, University of Sydney, December.

Martin, J. (2009) KEYNOTE: Realisation, instantiation and individuation: Some thoughts on identity in youth justice conferencing, 36th International Systemic Functional Congress, Tsinghua University, China, July.

Meidell Sigsgaard, A-V. (2009) Fra Praksis til Stat - eller - Magt og Kontrol i Skolen : væk fra børnecentreret pædagogik?!, Nordic Systemic Functional Linguistics Conference 5, Copenhagen, Denmark

Meidell Sigsgaard, A-V. (2009) Dansk som andetsprog - nøglen til skolens vidensformer?,NORDAND: Conference of Nordic Languages as a Second Language, Helsinki, Finland

Meidell Sigsgaard, A-V. (2009) Researching the nature of the pedagogic device through Danish as a Second Language, Australian Systemic Functional Linguistics Association Annual Conference, Brisbane.

Sayigh, L. (2009) A preliminary description of the nature of the gaze" being developed by individual academics in the humanities and social sciences in one South African university, Knowledge and Curriculum in Higher Education Symposium, University of Cape Town, South Africa, June.

Shalem, Y. & Slonimsky, L. (2009) Seeing the vertical: Hierarchical and horizontal orientations in evaluation criteria, Knowledge and Curriculum in Higher Education Symposium, University of Cape Town, South Africa, June.

Shay, S. (2009) Curriculum formation: A case study from History, Knowledge and Curriculum in Higher Education Symposium, University of Cape Town, South Africa, June.

Vorster, J-A. (2009) Knowledge and context in collaborative curriculum development: A case study, Knowledge and Curriculum in Higher Education Symposium, University of Cape Town, South Africa, June.

2008

Carvalho, L. & Dong, A. (2008) Sociology of education and the design field: Operationalizing the theory, Fifth International Basil Bernstein Symposium, Cardiff University, July.

Carvalho, L. & Dong, A. (2008) Recognising and realising legitimate disciplines of design, Disciplinarity, Knowledge & Language: An international symposium, University of Sydney, Dec

Chen, R., Maton, K. & Bennett, S. (2008) Knowledge and knowers in online learning: What constructivism does to students, Disciplinarity, Knowledge & Language: An international symposium, University of Sydney, Dec.

Doherty, C. (2008) Doing business: Performing identities and knowledges in the internationalised business curriculum, Disciplinarity, Knowledge & Language: An international symposium, University of Sydney, Dec.

Hood, S. (2008) Tracking inscriptions of knowledge and knowers in academic writing, Disciplinarity, Knowledge & Language: An international symposium, University of Sydney, Dec.

Luckett, K. (2008) Operationalising Bernstein's concept of grammaticality in the discipline of Sociology using systemic functional linguistics, Disciplinarity, Knowledge & Language: An international symposium, University of Sydney, Dec.

Luckett, K. & McEwan, H. (2008) Relationship between knowledge structure and curriculum structure: A case study in Sociology, Higher Education Close-Up 4, University of Cape Town, June.

Matruglio, E. (2008) Semantic gravity meets Appraisal: What knowledge in schools?, Disciplinarity, Knowledge & Language: An international symposium, University of Sydney, Dec.

Meidell Sigsgaard, A-V. (2008) Danish as a Second Language: Curriculum guidelines and educational practice, Disciplinarity, Knowledge & Language: An international symposium, University of Sydney, Dec

Poulet, C. (2008) Disciplining knowers: Masonic recruitment and apprenticeship, Disciplinarity, Knowledge & Language: An international symposium, University of Sydney, Dec.

Rau, A. (2008) Infusing HIV/AIDS content into higher education curricula: Theory and reason - activism and passion, Higher Education Close-Up 4, University of Cape Town, June.

Shay, S. (2008) Evaluative rules for the assessment of complex performances in Humanities: Work-in-progress on selected disciplinary cases, Fifth International Basil Bernstein Symposium, Cardiff University, July.

Vorster, J-A. (2008) An analysis of curriculum development processes in a Journalism and Media Studies Department at a South African University, Fifth International Basil Bernstein Symposium, Cardiff University, July

2007

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

Last Updated on Wednesday, 04 October 2017 15:32