Overview

Education and knowledge have never been more important to society, yet research is segmented by approach, methodology or topic. Legitimation Code Theory or ‘LCT’ extends and integrates insights from Pierre Bourdieu and Basil Bernstein to offer a framework for research and practice that overcomes segmentalism. This book shows how LCT can be used to build knowledge about education and society. Comprising original papers by an international and multidisciplinary group of scholars, Knowledge-building offers the first primer in this fast-growing approach. Through case studies of major research projects, Part I provides practical insights into how LCT can be used to build knowledge by: - enabling dialogue between theory and data in qualitative research - bringing together quantitative and qualitative methodologies in mixed-methods research - relating theory and practice in praxis - conducting interdisciplinary studies with systemic functional linguistics Part II offers a series of studies of pressing issues facing knowledge-building in education and beyond, encompassing: - diverse subject areas, including physics, English, cultural studies, music, and design - educational sites: schooling, vocational education, and higher education - practices of research, curriculum, pedagogy and assessment - both education and informal learning contexts, such as museums and masonic lodges Carefully sequenced and interrelated, these chapters form a coherent collection that gives a unique insight into one of the most thought-provoking and innovative ways of building knowledge about knowledge-building in education and society to have emerged this century. This book is essential reading for all serious students and scholars of education, sociology and linguistics.

Full Product Details

Author:   Karl Maton (University of Sydney, Australia) ,  Susan Hood (University of Technology, Sydney, Australia) ,  Suellen Shay (University of Cape Town, South Africa)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Dimensions:   Width: 15.60cm , Height: 1.80cm , Length: 23.40cm
Weight:   0.544kg
ISBN:  

9780415692335

ISBN 10:   0415692334
Pages:   264
Publication Date:   19 October 2015
Audience:   College/higher education ,  Postgraduate, Research & Scholarly
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

List of illustrations List of contributors Acknowledgements Chapter 1 Legitimation Code Theory: Building knowledge about knowledge-building Karl Maton PART I - A PRACTICAL THEORY: PUTTING LCT TO WORK Chapter 2 LCT in Qualitative Research: Creating a translation device for studying constructivist pedagogy Karl Maton and Rainbow Tsai-Hung Chen Chapter 3 LCT in Mixed-Methods Research: Evolving an instrument for quantitative data Karl Maton and Sarah K. Howard Chapter 4 LCT in Praxis: Creating an e-learning environment for informal learning of principled knowledge Karl Maton, Lucila Carvalho and Andy Dong Chapter 5 LCT and Systemic Functional Linguistics: Enacting complementary theories for explanatory power Karl Maton, J.R. Martin and Erika Matruglio PART II - KNOWLEDGE-BUILDING IN EDUCATION AND BEYOND: STUDIES USING LCT Chapter 6 Ethnographies on the move, stories on the rise: Methods in the humanities Susan Hood Chapter 7 Enabling knowledge progression in vocational curricula: Design as a case study Suellen Shay and Diane Steyn Chapter 8 Secondary school English literary studies: Cultivating a knower code Frances Christie Chapter 9 Putting physics knowledge in the hot seat: The semantics of student understandings of thermodynamics Helen Georgiou Chapter 10 Musicality and musicianship: Specialization in jazz studies Jodie L. Martin Chapter 11 Knowledge and knowers in tacit pedagogic contexts: Freemasonry in France Célia Poulet PART III - RESOURCES FOR KNOWLEDGE-BUILDING Chapter 12 Starting points: Resources and architectural glossary Karl Maton References Index

Reviews

[T]he book's scope and contents make it a valuable resource for English teachers and researchers. It is an excellent primer for those interested in engaging with LCT and enacting it in either action research or academic research projects. - Richard Ingold, English Australia Journal, Volume 32 No 1

Author Information

Karl Maton is Professor of Sociology and Founding Director of the LCT Centre for Knowledge-Building at the University of Sydney, Australia, and Visiting Professor at Rhodes University, South Africa. Susan Hood is Associate Professor at the University of Technology, Sydney, Australia. Suellen Shay is Associate Professor at the University of Cape Town, South Africa.

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