Karl Maton

Habitus

Publisher: Acumen Publishing Limited

Date: 31-07-2010

DOI: 10.1017/UPO9781844654031.006

Cumulative and segmented learning: exploring the role of curriculum structures in knowledge‐building

Publisher: Informa UK Limited

Date: 2009

DOI: 10.1080/01425690802514342

A question of autonomy: Bourdieu’s field approach and higher education policy

Publisher: Informa UK Limited

Date: 11-2005

DOI: 10.1080/02680930500238861

Choosing music: Exploratory studies into the low uptake of music GCSE

Publisher: Cambridge University Press (CUP)

Date: 11-2008

DOI: 10.1017/S0265051708008103

Abstract: School music has a comparatively low take-up rate as a qualification among English secondary school pupils. Existing research on the issue has proffered possible reasons for this phenomenon but has generally been piecemeal and undertheorised. This paper sets out a fresh theoretical perspective capable of providing a basis for systematic empirical research, and discusses the results of two exploratory studies. Drawing on legitimation code theory, a new approach in the sociology of education that focuses on the basis of achievement within educational contexts, the paper analyses National Curriculum, GCSE syllabi and pupils' attitudes towards a range of school subjects, including music. The documentary analysis highlights that earlier stages of the music curriculum emphasise either musical knowledge or musical dispositions of knowers, but music at GCSE level represents an ‘elite code’ where achievement depends upon both possessing specialist knowledge and being the right kind of knower. The study of pupils' attitudes suggests this code shift is recognised by pupils and may play a role in the low uptake of music for GCSE study. This new framework offers a firmer foundation for future empirical research into attitudes towards school subjects and subject choices.

Pierre Bourdieu and the Epistemic Conditions of Social Scientific Knowledge

Publisher: SAGE Publications

Date: 02-2003

DOI: 10.1177/1206331202238962

Abstract: Pierre Bourdieu’s “epistemic reflexivity” is the cornerstone of his intellectual enterprise, underpinning his claims to provide distinctive and scientific knowledge of the social world. This article considers what this notion offers for research and how it needs to be developed further to underpin progress in social science. Many reflexive research practices are sociological, in idualistic, and narcissistic, and the article contrasts this to Bourdieu’s conception of reflexivity as epistemological, collective, and objective. The author then illustrates how, despite Bourdieu’s intentions, this conception when enacted tends toward the very pitfalls it is intended to avoid. Building on a developing conceptualization of the relations of knowledge, the author identifies this problem as intrinsic to Bourdieu’s framework, showing how it bypasses the significance of knowledge structures and so provides the social but not the epistemological conditions for social scientific knowledge. Bourdieu’s reflexivity objectifies objectification but needs development to help achieve objective knowledge. The article concludes by introducing the notion of “epistemic capital” as a first step toward developing a properly epistemic reflexivity and so realizing the potential of Bourdieu’s enterprise.

The ‘digital natives’ debate: A critical review of the evidence

Publisher: Wiley

Date: 09-2008

DOI: 10.1111/J.1467-8535.2007.00793.X

The adaptation of Chinese international students to online flexible learning: Two case studies

Publisher: Informa UK Limited

Date: 11-2008

DOI: 10.1080/01587910802395821

Returning cultural studies to education

Publisher: SAGE Publications

Date: 07-2002

DOI: 10.1177/13678779020050040101

Jointly constructing semantic waves: Implications for teacher training

Publisher: Elsevier BV

Date: 04-2013

DOI: 10.1016/J.LINGED.2012.11.008

On knowledge structures and knower structures

Publisher: Routledge

Date: 16-10-2006

DOI: 10.4324/9780203965047

Condensation: A translation device for revealing complexity of knowledge practices in discourse, part 2-clausing and sequencing

Publisher: Pontificia Universidad Catolica de Chile

Date: 05-03-2017

DOI: 10.7764/ONOMAZEIN.SFL.04

Semantic density: A translation device for revealing complexity of knowledge practices in discourse, part 1-wording

Publisher: Pontificia Universidad Catolica de Chile

Date: 05-03-2017

DOI: 10.7764/ONOMAZEIN.SFL.03

Systemic functional linguistics and legitimation code theory on education: Rethinking field and knowledge structure

Publisher: Pontificia Universidad Catolica de Chile

Date: 05-03-2017

DOI: 10.7764/ONOMAZEIN.SFL.02

Languages of Legitimation: The structuring significance for intellectual fields of strategic knowledge claims

Publisher: Informa UK Limited

Date: 06-2000

DOI: 10.1080/713655351

Autonomy: the next phase of dialogue between systemic functional linguistics and Legitimation Code Theory

Publisher: Walter de Gruyter GmbH

Date: 04-05-2020

DOI: 10.1080/21698252.2020.1720160

Abstract: Systemic functional linguistics (SFL) has long enjoyed a close and fruitful dialogue with Legitimation Code Theory (LCT). A growing number of scholars enact both theories together in empirical research to explore how knowledge and language relate together to shape practice. This work both generates greater explanatory power in research and encourages conceptual advances in each of the two theories. In this paper we introduce new concepts from a recently renovated dimension of LCT called Autonomy that may spark a new phase of dialogue between the frameworks. We begin by summarising the existing ongoing phases of dialogue between LCT and SFL. We then introduce the concepts of “autonomy codes”, which explore changing relations among different kinds of practices by tracing “autonomy pathways”. The potential of these concepts for empirical research is illustrated through detailed analyses of classroom practice in which schoolteachers attempt to use everyday knowledge as ways of helping students learn History. These analyses suggest that “one-way trips” from one form of knowledge practice into another constrain knowledge-building while “autonomy tours” that engage with, repurpose and connect other knowledge practices support knowledge-building. Finally, we consider how these concepts might raise questions for SFL research and theory and thereby initiate a new phase in its dialogue with LCT.

Segmentalism: The problem of building knowledge and creating knowers

Publisher: Routledge

Date: 18-10-2010

DOI: 10.4324/9780203843932

Recovering Pedagogic Discourse: A Bernsteinian Approach to the Sociology of Educational Knowledge

Publisher: Elsevier BV

Date: 03-2000

DOI: 10.1016/S0898-5898(99)00019-4

Beyond the 'digital natives' debate: Towards a more nuanced understanding of students' technology experiences

Publisher: Wiley

Date: 26-08-2010

DOI: 10.1111/J.1365-2729.2010.00360.X

Recovering Knowledge for Science Education Research: Exploring the “Icarus Effect” in Student Work

Publisher: Springer Science and Business Media LLC

Date: 03-07-2014

DOI: 10.1080/14926156.2014.935526

Legitimating design: a sociology of knowledge account of the field

Publisher: Elsevier BV

Date: 09-2009

DOI: 10.1016/J.DESTUD.2008.11.005

The wrong kind of knower: Education, expansion and the epistemic device

Publisher: Routledge

Date: 24-06-2004

DOI: 10.4324/9780203461877

Systemic functional linguistics and code theory

Publisher: Routledge

Date: 12-01-2017

DOI: 10.4324/9781315413891

Historical cosmologies: Epistemology and axiology in Australian secondary school history discourse

Publisher: SciELO Agencia Nacional de Investigacion y Desarrollo (ANID)

Date: 12-2010

DOI: 10.4067/S0718-09342010000500003

Time travel: The role of temporality in enabling semantic waves in secondary school teaching

Publisher: Elsevier BV

Date: 04-2013

DOI: 10.1016/J.LINGED.2012.11.007

The Critical and Real Need of Educational Research for Critical Realism

Publisher: Informa UK Limited

Date: 13-07-2001

DOI: 10.1558/ALETH.V4I1.56

Making semantic waves: A key to cumulative knowledge-building

Publisher: Elsevier BV

Date: 04-2013

DOI: 10.1016/J.LINGED.2012.11.005

Cumulative knowledge-building in secondary schooling: Guest editors’ preface

Publisher: Elsevier BV

Date: 04-2013

DOI: 10.1016/J.LINGED.2012.11.003

Knowledge-building: Analysing the cumulative development of ideas

Publisher: Routledge

Date: 23-11-2010

DOI: 10.4324/9780203837856

Serving two masters: how vocational educators experience marketisation reforms

Publisher: Informa UK Limited

Date: 07-06-2018

DOI: 10.1080/13636820.2018.1480521

App clusters: Exploring patterns of multiple app use in primary learning contexts

Publisher: Elsevier BV

Date: 12-2018

DOI: 10.1016/J.COMPEDU.2018.08.021

Cultural Studies and Education: From Birmingham Origin to Glocal Presence

Publisher: Informa UK Limited

Date: 04-2004

DOI: 10.1080/10714410490480359

University Of Wollongong

Location: Australia

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Keele University

Location: United Kingdom of Great Britain and Northern Ireland

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University Of Sydney

Location: Australia

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University Of Cambridge

Location: United Kingdom of Great Britain and Northern Ireland

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Building On Rural Knowledges To Unlock The Potential Of Rural Students

Start Date: 2021

End Date: 2024

Funder: Australian Research Council

Dynamics Of Digital Inclusion

Start Date: 2015

End Date: 2016

Funder: Australian Research Council

Pedagogies For Knowledge-building: Investigating Subject-appropriate, Cumulative Teaching For Twenty-first Century School Classrooms

Start Date: 2013

End Date: 2015

Funder: Australian Research Council

Discovery Projects - Grant ID: DP0986748

Start Date: 07-2009

End Date: 12-2012

Amount: $80,000.00

Funder: Australian Research Council

Discovery Projects - Grant ID: DP0988123

Start Date: 01-2009

End Date: 12-2012

Amount: $360,000.00

Funder: Australian Research Council

Discovery Projects - Grant ID: DP130100481

Start Date: 03-2013

End Date: 12-2016

Amount: $360,241.00

Funder: Australian Research Council

Linkage Projects - Grant ID: LP150100681

Start Date: 12-2015

End Date: 12-2019

Amount: $130,000.00

Funder: Australian Research Council

Discovery Projects - Grant ID: DP210101426

Start Date: 07-2021

End Date: 06-2024

Amount: $467,340.00

Funder: Australian Research Council