This article outlines selected aspects of Legitimation Code Theory (LCT), as presented in Maton’s... more This article outlines selected aspects of Legitimation Code Theory (LCT), as presented in Maton’s book Knowledge and Knowers: Towards a realist sociology of education (2014), and considers their usefulness to the field of education research, in particular, for language education. An introduction to key LCT concepts is provided highlighting their analytic power for the investigation of the varying forms of educational knowledge structures, knower roles and what forms of pedagogic practices promote or inhibit cumulative learning. The notion of ‘context’, in relation to LCTs concept of semantic gravity and decontextualised knowledge forms, is considered alongside Cummins’ notions of contextualised and decontextualised language. The importance of further research into what is meant by ‘context’ in relation to pinpointing the nature of contextualised and decontextualised knowledge, and the nature of forms of cumulative learning is raised. Knowledge and Knowers: Towards a realist sociolog...
Conceptual Blending Theory (CBT) (Fauconnier & Turner, 2002), a cognitive theory of human process... more Conceptual Blending Theory (CBT) (Fauconnier & Turner, 2002), a cognitive theory of human processes of innovation, can be productively used alongside critical literacy approaches, for the analysis of how teachers and learners draw selectively, transformatively and purposively from aspects of the mass media. While numerous studies have pointed to the complexity of the relationship between globalised mass media forms and local cultures, highlighting intricate bi-directional flows of influence, there is still much to be learned of the nature of individual take-up of the global within the local, particularly with respect to youth in school settings. CBT offers a set of tools with which to peel open certain pedagogic processes and products, gaining a clearer vision of parts of their components and inner workings. In this paper I analyse qualitative data showing how one South African English teacher and a group of her Grade 10 learners draw from mass media genres of advertising, infomerci...
This article outlines selected aspects of Legitimation Code Theory (LCT), as presented in Maton&#... more This article outlines selected aspects of Legitimation Code Theory (LCT), as presented in Maton's book Knowledge and Knowers: Towards a realist sociology of education (2014), and considers their usefulness to the field of education research, in particular, for language education. An introduction to key LCT concepts is provided highlighting their analytic power for the investigation of the varying forms of educational knowledge structures, knower roles and what forms of pedagogic practices promote or inhibit cumulative learning. The notion of 'context', in relation to LCTs concept of semantic gravity and decontextualised knowledge forms, is considered alongside Cummins' notions of contextualised and decontextualised language. The importance of further research into what is meant by 'context' in relation to pinpointing the nature of contextualised and decontextualised knowledge, and the nature of forms of cumulative learning is raised. Knowledge and Knowers: To...
This paper provides a critical exploration of work in progress to develop a genre based academic ... more This paper provides a critical exploration of work in progress to develop a genre based academic support that promotes post-graduate academic literacies among new EIL and EAL Hons and Masters students in the School of Theology, University of Natal, Pietermaritzburg. It traces ...
Http Dx Doi Org 10 1080 09500780508668804, Jan 5, 2009
This paper provides a critical exploration of work in progress to develop a genre based academic ... more This paper provides a critical exploration of work in progress to develop a genre based academic support that promotes post-graduate academic literacies among new EIL and EAL Hons and Masters students in the School of Theology, University of Natal, Pietermaritzburg. It traces ...
This article outlines selected aspects of Legitimation Code Theory (LCT), as presented in Maton’s... more This article outlines selected aspects of Legitimation Code Theory (LCT), as presented in Maton’s book Knowledge and Knowers: Towards a realist sociology of education (2014), and considers their usefulness to the field of education research, in particular, for language education. An introduction to key LCT concepts is provided highlighting their analytic power for the investigation of the varying forms of educational knowledge structures, knower roles and what forms of pedagogic practices promote or inhibit cumulative learning. The notion of ‘context’, in relation to LCTs concept of semantic gravity and decontextualised knowledge forms, is considered alongside Cummins’ notions of contextualised and decontextualised language. The importance of further research into what is meant by ‘context’ in relation to pinpointing the nature of contextualised and decontextualised knowledge, and the nature of forms of cumulative learning is raised. Knowledge and Knowers: Towards a realist sociolog...
Conceptual Blending Theory (CBT) (Fauconnier & Turner, 2002), a cognitive theory of human process... more Conceptual Blending Theory (CBT) (Fauconnier & Turner, 2002), a cognitive theory of human processes of innovation, can be productively used alongside critical literacy approaches, for the analysis of how teachers and learners draw selectively, transformatively and purposively from aspects of the mass media. While numerous studies have pointed to the complexity of the relationship between globalised mass media forms and local cultures, highlighting intricate bi-directional flows of influence, there is still much to be learned of the nature of individual take-up of the global within the local, particularly with respect to youth in school settings. CBT offers a set of tools with which to peel open certain pedagogic processes and products, gaining a clearer vision of parts of their components and inner workings. In this paper I analyse qualitative data showing how one South African English teacher and a group of her Grade 10 learners draw from mass media genres of advertising, infomerci...
This article outlines selected aspects of Legitimation Code Theory (LCT), as presented in Maton&#... more This article outlines selected aspects of Legitimation Code Theory (LCT), as presented in Maton's book Knowledge and Knowers: Towards a realist sociology of education (2014), and considers their usefulness to the field of education research, in particular, for language education. An introduction to key LCT concepts is provided highlighting their analytic power for the investigation of the varying forms of educational knowledge structures, knower roles and what forms of pedagogic practices promote or inhibit cumulative learning. The notion of 'context', in relation to LCTs concept of semantic gravity and decontextualised knowledge forms, is considered alongside Cummins' notions of contextualised and decontextualised language. The importance of further research into what is meant by 'context' in relation to pinpointing the nature of contextualised and decontextualised knowledge, and the nature of forms of cumulative learning is raised. Knowledge and Knowers: To...
This paper provides a critical exploration of work in progress to develop a genre based academic ... more This paper provides a critical exploration of work in progress to develop a genre based academic support that promotes post-graduate academic literacies among new EIL and EAL Hons and Masters students in the School of Theology, University of Natal, Pietermaritzburg. It traces ...
Http Dx Doi Org 10 1080 09500780508668804, Jan 5, 2009
This paper provides a critical exploration of work in progress to develop a genre based academic ... more This paper provides a critical exploration of work in progress to develop a genre based academic support that promotes post-graduate academic literacies among new EIL and EAL Hons and Masters students in the School of Theology, University of Natal, Pietermaritzburg. It traces ...
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