Associate Professor Karl Maton

BA Hons (Cantab), MPhil (Cantab), PhD (Cantab)
Associate Professor

A26 - R.C. Mills Building
The University of Sydney

Telephone +61 2 9351 3902

Website Contact Details
Website

Biographical details

Karl Maton specialises in the sociology of education and knowledge. His interests are focused on questions of knowledge and society, including epistemology, the knowledge society, higher education and schooling. Karl is the principal author of Legitimation Code Theory (?LCT?), a framework for the study of social fields of practice. LCT builds on the work of, among others, Pierre Bourdieu and Basil Bernstein. LCT is being widely used by scholars and postgraduate researchers in Australia, France, South Africa, China, Scandinavia, USA, UK and elsewhere to address a diverse range of issues in sociology, education, linguistics and philosophy. There is an active and rapidly growing LCT community, including a fortnightly Roundtable meeting during semester.

Karl completed his PhD on The Field of Higher Education at the University of Cambridge. He has extensively published in sociology, education, linguistics, philosophy and cultural studies, and previously worked at the University of Cambridge, The Open University, Keele University and the University of Wollongong. Karl is currently Visiting Professor at Rhodes University, South Africa.

Research interests

Karl has recently been involved in projects exploring:

  • how different disciplines build new knowledge and change over time, such as cultural studies, mathematics, physics, sociology, etc
  • 'digital natives' and technology
  • conceptual and theoretical development in the social sciences and humanities
  • disciplinarity
  • knowledge-building in school and university classrooms
  • rise of neoliberalism as an ideology
  • and studies of everything from nursing to freemasonry.
  • Karl welcomes expressions of interest in PhDs into any aspect of knowledge or education that are interested in using the approaches of Basil Bernstein, Pierre Bourdieu or LCT.

Teaching and supervision

Current Teaching

  • SCLG2621- Power, Politics and Society

Previously Taught

  • SCLG2608-Sociology of Deviance and Difference
  • SCLG6903- New Debates in Social Theory

Higher Degree Research Students


Primary supervisions

Lian Gao (EdD), awarded 2007

The changing context of tertiary English teaching in China and teachers’ responses to the challenges

Faculty of Education, University of Wollongong



Rainbow Chen (PhD), awarded 2010, accepted without revisions

Knowledge and Knowers in Online Learning: Investigating the effects of online flexible learning on student sojourners.

Faculty of Education, University of Wollongong

Winner, Faculty of Education Outstanding Thesis Award, 2011



Sharon Aris (PhD, part-time), commenced 2009

What Knowledge, Which Knowers: How parents choose high schools for their children

Department of Sociology & Social Policy, University of Sydney, Australia



Saul Richardson (PhD), commenced 2014

The Field of Jazz Education

Department of Sociology & Social Policy, University of Sydney, Australia



Mathew Toll (PhD), commenced 2014

Maintaining Belief in the Face of Evidence: Climate change deniers and the internet

Department of Sociology & Social Policy, University of Sydney, Australia



Elena Lambrinos (PhD), commenced 2014

Bringing Knowledge into Dance and the Body into Knowledge

Department of Sociology & Social Policy, University of Sydney, Australia



Kirstin Wilmot (PhD), commenced 2015

Transitioning from Student to Intellectual: The role of knowledge practices in PhD research

Department of Sociology & Social Policy, University of Sydney, Australia



Patrick Locke (PhD), commenced 2015

The Marketization of Vocational Education

Department of Sociology & Social Policy, University of Sydney, Australia



Associate supervisions

Lucila Carvalho, (PhD), awarded 2010

A Sociology of Informal Learning in/about Design.

Faculty of Architecture, Design & Planning, University of Sydney, Australia



Jing Hao (PhD), awarded 2015

Construing Biology: An ideational perspective

Department of Linguistics, University of Sydney, Australia



Yaegan Doran (PhD), awarded 2016

Knowledge in Physics through Mathematics, Image and Language

Department of Linguistics, University of Sydney, Australia



Eszter Szenes (PhD), commenced 2011

Embedding Academic Literacy into Internationalized Business Curricula: The case of Australian Business Higher Education.

Department of Linguistics, University of Sydney, Australia



Christine Carroll (PhD)

Music and the Gap: Informal and formal knowledgelegitimation in a seniorsecondary classroom

Sydney Conservatorium of Music, Sydney University, Australia.



External supervisions

Jo Lander (PhD), awarded 2013

Online Discourse: Learning online in postgraduate public health education: expectations, experiences and the enactment of pedagogy.

University of Technology, Sydney, Australia



Karin Wolff (PhD), awarded 2015

Knowledge Recontextualisation Patterns in Multidisciplinary Engineering Problem-Solving Practice, and the Implications for Curriculum Design and Pedagogy

University of Cape Town, South Africa.



Eleanor Glenn (PhD), awarded 2016

From Clashing to Matching: Examining the legitimation codes that underpin shifting views about climate change

Institute for Sustainable Futures, University of Technology Sydney, Australia.



Elizabeth Sayigh-Kane (PhD), commenced 2009

Academics’ intellectual biographies: Making a case for the humanities and social sciences

Graduate School in Humanities, University of Cape Town, South Africa



Jennifer Blunden (PhD), commenced Jan 2013

Meaning, Text and Disciplinarity in Museum Exhibitions

University of Technology, Sydney, Australia



Ian Siebörger(PhD), commenced 2015

Political constellations: A systemic functional linguistics and Legitimation Code Theory analysis of media representations of South African political parties

Rhodes University, South Africa.


Current research students

Project title Research student
Bringing Knowledge into Dance and the Body into Knowledge Elena LAMBRINOS
Changes in the Australian Vocational Education Sector Patrick LOCKE
Enacting knowledge in dissertations: a Legitimation Code Theory analysis of doctoral writing Kirstin WILMOT

Current projects

Maton, K., Hood, S. & Shay, S. (eds) (in press, Jan 2014) Knowledge-building: Educational studies in Legitimation Code Theory. London, Routledge.

Maton, K., (2013), Knowledge and Knowers: Towards a realist sociology of education. London, Routledge. Karl's new book can be purchased here.

Awards and honours

Visiting Professor, Rhodes University, South Africa, 2011-2015

Elected International Visiting Professor, Départment de Sociologie de lUFR Civilisations et Humanités, Université de Provence, France, 2011

Keynote Addresses

Maton, K. (2014) Close encounters of the third kind: Exploring education with Legitimation Code Theory and systemic functional linguistics, 41st International Systemic Functional Congress and X Latin-American Systemic Functional Congress, National University of Cuyo, Mendoza, Argentina, April.

Maton, K. (2012) A TALL Order? Legitimation Code Theory for academic literary and learning, Key Thinkers, Key Theories: The contribution of theory to academic language and learning practice, Melbourne, December.

Maton, K. (2012) Building knowledge about knowledge: Exploring epistemic relations and values, Knowledge and Curriculum in Higher Education Symposium, University of Cape Town, November.

Maton, K. (2012) Legitimation Code Theory: What is it, and why should linguistics be bothered?, Sixth International Free Linguistics Conference, University of Sydney, October.

Maton, K. (2012) The next generation: Inter-disciplinary research into strange new worlds, 39th International Systemic Functional Congress, University of Technology, Sydney, July.

Maton, K. (2012) Shining a light on knowledge: What is ‘LCT’ and why is it useful for science education?, Illuminating Knowledge: Exploring the nature of knowledge in the natural sciences - 1st annual Legitimation Code Theory science and mathematics symposium, Feb 2012, University of Sydney

Maton, K. (2011) Mastering semantic waves: A key to cumulative knowledge and social justice, Australian Systemic Functional Linguistics Association Annual Conference, University of New England, Armidale, Sept.

Maton, K. (2010) Reclaiming knowers: Advancing Bernstein’s sociology of knowledge. The Sixth International Basil Bernstein Symposium, Brisbane, June-July.

Maton, K. (2009) Getting clear about knowledge. Knowledge and Curriculum in Higher Education Symposium, University of Cape Town, June.

Maton, K. (2008) Knowledge-building: How can we create powerful and influential ideas? Disciplinarity, Knowledge and Language: An international symposium, University of Sydney, Dec.

Maton, K. (2008) Critical realism, social realism and the epistemic device. Critical Realism and Education: An international conference, Institute of Education, University of London, July.

Maton, K. (2007) Segmented learning: Knowledge-building in contemporary education, Explorations in Knowledge, Society and Education, University of Cambridge, June.

Maton, K. (2007) Semantic gravity and segmented learning: The problem of building knowledge and creating knowers, Enjeux Sociaux, Savoirs, Langage, Pedagogie: Actualité et fécondité de l’oeuvre de Basil Bernstein, University of Lyon, France, May-June.

Maton, K. (2004) Knowledge structures and knower structures in intellectual fields, Reclaiming Knowledge: Registers of discourse in the community and school, University of Sydney, Australia, Dec.

Maton, K. (2002) Building a Tower of Babel: Towards a social science of knowledge, Australian Systemic Functional Linguistics Association Annual Conference, Sydney, Australia, July.

Other Conference Papers (since 2002)

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.

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

Howard, S. & Maton, K. (2013) Knowledge and technology: A longitudinal examination of subject area practices and technology integration, 15th Biennial EARLI Conference for Research on Learning and Instruction, August, Munich.

Maton, K. (2013) Recovering knowledge for the classroom, The Second International Social Realism Symposium, University of Cambridge, April.

Maton, K. (2012) Making semantic waves: A key basis of cumulative learning, 39th International Systemic Functional Congress, University of Technology, Sydney, July.

Maton, K. (2012) Going beyond grammar: Exploring epistemic relations in economics and physics, Seventh International Basil Bernstein Symposium, MMSH, University of Provence, June.

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

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

Maton, K. (2010) Why are some educational theories more popular than others?, Australian Association for Research in Education Annual Conference, Melbourne, Dec.

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.

Howard, S. & 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.

Chen, R., Maton, K. & Bennett, S. (2010) A vacuum of legitimacy: Students’ experiences of constructivist pedagogy online, Sixth Basil Bernstein International Symposium, Brisbane, June-July.

Invited speaker: Maton, K. (2010) The knowledge question: A response to Bill Green, The National Educational Research Futures Summit, University of Technology, Sydney, Feb.

Bennett, S. and Maton, K. (2010) Equity designs: How learning designs can help universities meet goals for social inclusion. Seventh International Conference on Networked Learning, Aalborg, Denmark, May.

Maton, K. (2009) Inclusion is not enough: Bringing field and knowledge into the equity equation. Student Equity in Higher Education: What we know, what we need to know. (Invitation only event). University of South Australia, Feb.

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

Maton, K. (2008) Cumulative and segmented learning. Critical Realism and Education: International conference, Institute of Education, University of London, July.

Maton, K. (2008) Grammars of sociology. Fifth International Bernstein Symposium, University of Cardiff, July

Maton, K. (2008) Legitimation code theory. Social Realism and Education: An international colloquium, University of Cambridge, July

Bennett, S. and Maton, K. (2007) ‘Digital natives’, everyday knowledge and higher education: Distinguishing rhetoric and reality in the digital natives debate. Australian Association for Research into Education Annual Conference, Fremantle, November


Maton, K. and Bennett, S. (2007) Segmenting knowledge: Authentic learning and the problem of transfer. Australian Association for Research into Education Annual Conference, Fremantle, November

Maton, K. (2007) A Bernsteinian analysis of knowledge, knowers and identities in higher education: Divorce or trial separation? Australian Association for Research into Education Annual Conference, Fremantle, November

Maton, K. and Bennett, S. (2007) Questioning ‘digital natives’. Learning Technology Research Symposium, University of Sydney, October

Maton, K. and Bennett, S. (2007) Invited speakers: Mythbusting digital natives: What’s really happening, and what does it really mean for education? Learning Futures, ANU, September

Konza, D. and Maton, K. (2006) Increasing the capacity of students with Asperger’s Syndrome to achieve across the curriculum. Australian Association of Special Education national conference, Canberra, Sept-Oct.

Maton, K. (2006) Divorce or trial separation? Knowledge, knowers and identities in higher education. British Educational Research Association annual conference, Warwick University, September

Maton, K. and Konza, D. (2006) The curious incident of the Asperger’s student in the classroom: Theorising inclusion and differential subject achievement. British Educational Research Association annual conference, Warwick University, September

Maton, K. (2006) Invisible tribunals: Canons, knower structures and democracy in the arts and humanities. Fourth International Basil Bernstein Symposium, Rutgers University, USA, July

Maton, K. (2005) Fracturing autonomy: Bourdieu and contemporary changes to the higher education community. The Australian Sociological Association Annual Conference, University of Tasmania. December.

Maton, K. (2005) Resources of hope, results of despair: The peculiar demise of the commitments of cultural studies. Discourses of Hope: International Systemic Functional Congress, University of Sydney, July.

Maton, K. and Hood, S. (2005) The languages of disciplinarity: knowledge, knowers and recontextualisation. Discourses of Hope: International Systemic Functional Congress, University of Sydney, July.

Maton, K. (2005) What is to be done? Critical realism and the sociology of education. Engaging Realist Alternatives: International Association of Critical Realism, University of Western Sydney, July.

Maton, K. (2005) Last night they dreamt that somebody loved them: Fans of The Smiths in the late 1980s. Why Pamper Life's Complexities? Symposium on The Smiths, University of Manchester, April.

Maton, K. (2004) Accessing knowledge structures: Languages, literacies and the epistemic device. Third International Basil Bernstein Symposium, University of Cambridge, July.

Maton, K. (2002) ‘Barbarians at the gates of Academe!’: The response of education systems to the arrival of new students. Knowledges, Pedagogy and Society: Second International Basil Bernstein Symposium, University of Cape Town, South Africa, July.

Maton, K. (2002) A little knowledge is a dangerous thing: Whatever happened to the sociology of educational knowledge? XV World Congress of Sociology: The social world in the 21st century, University of Queensland, Brisbane, July.

Invited Lectures

Maton, K. (2013) Powerful knowledge in education: The significance of semantic waves to knowledge-building, CPUT Regional Seminar, Cape Town, South Africa.

Maton, K (2012) The pulse of educating: Semantic waves for knowledge-building, CPUT, Cape Town, South Africa, Nov.

Maton, K. (2012) Developing code theory: Building on Bernstein’s rich legacy, University of Cape Town, South Africa, Nov.

Maton, K. (2012) Making waves in knowledge: Legitimation Code Theory, Faculty of Education Seminar Series, University of Wollongong, May.

Maton, K. (2012) Knowledge-blindness: How educational research neglects the basis of education, Education Heresies Colloquia, University of Sydney, April.

Maton, K. (2011) Semantic waves: How to help students experience cumulative learning, ERIN Lecture Series of Senior Educational Researchers, Newcastle University, Australia, Oct.

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.

Christie, F. & Maton, K. (2010) SFL theory and semantic gravity, Systemic Functional Linguistic Research Seminar, University of Sydney, Aug.

Invited public lecture: Maton, K. (2010) Legitimation Code Theory: Sociology of education beyond Bourdieu and Bernstein, l'Université Paris 8, Paris, France.

Martin, J.R., Maton, K. & Matruglio, E. (2010) Historical cosmologies: Epistemology and axiology in Australian secondary school history, Systemic Functional Linguistic Research Seminar, University of Sydney, May.

Maton, K. & Bennett, S. (2009) Living and learning in a knowledge society, for CoCo Learning technology and learning sciences seminar series, Faculty of Education & Social Work, University of Sydney, Nov 2009.

Maton, K. (2009) Evolution or revolution: Is everything new all of the time?, Roundtable, Learning Technology Research Symposium - 2009, CoCo, Faculty of Education & Social Work, University of Sydney, Oct 2009

Maton, K. (2009) Theory - what is it good for? (Quite a lot, actually). Centre for Higher Education Development, University of Cape Town, July.

Maton, K. (2008) Cumulative learning and semantic gravity, Systemic Functional Linguistic Research Seminar, University of Sydney, Sept.

Maton, K. (2008) Bourdieu, Bernstein and LCT (Three seminars), Australian Association for Research in Education Masterclasses: The utility of theory(ies) in educational research, Charles Sturt University, Sept.

Maton, K. (2008) Beyond Bourdieu and Bernstein, Politiques Educatives et Sociologies Europeennes de l'Education, University of Provence, Maison Méditerranéenne des Sciences de l'Homme, June.

Maton, K. (2008) Respondent to papers, Quality research into professional practice: Emerging and continuing challenges, Policy & Professional Practice Research Network Seminar Day, University of Sydney, June.

Maton, K. & Bennett, S. (2008) Building on Bernstein to explore cumulative learning: The cases of authentic learning and school English, School of Education Research Seminar, Griffith University, April.

Maton, K. (2006) Studies in sociology of education beyond Bourdieu and Bernstein: Special education, music education and educational technology, University of Newcastle, Australia, Oct.

Maton, K. (2006) The sociology of education beyond Bourdieu and Bernstein, University of Cardiff, Sept.

Maton, K. (2006) Developing Bourdieu to understand changes in higher education, University of Sydney, Aug.

Maton, K. (2005) Resources of hope, results of despair: Whatever happened to British cultural studies?, Macquarie University, Sociology Colloquium, Aug.

Maton, K. (2005) Fractured autonomy: Current higher education policy in historical perspective, Institute of Education, University of London, Sociology Section Seminar, June.

Maton, K. (2005) On autonomy, higher education policy and Bourdieu, Sheffield University, Philosophy of Education Society of Great Britain Research Seminar, May.

Maton, K. (2004) Bernstein’s knowledge structures and knower structures, QUT, Australia, Dec.

Maton, K. (2002) Realising Bourdieu in educational research: A user's guide, University of Nottingham, School of Education: Research Seminar Series, April.

Invited multi-day workshops on Legitimation Code Theory

2014 Masterclass course of five half-day seminars: ‘Legitimation Code Theory: Analysing knowledge practices’, ISFC41 5-day Post-Congress Institute, Mendoza, Argentina.

2013 Masterclass week-long course of seven lectures on Legitimation Code Theory, plus 10 individual supervisions, Cape Peninsula University of Technology, South Africa, Nov.

2013 Masterclass for whole day with eight PhD students, Nottingham University, UK.

2012 Masterclass course of seven lectures on Legitimation Code Theory, Rhodes University, South Africa, Oct.

2012 Masterclass course of five half-day seminars: ‘Legitimation Code Theory: Analysing knowledge practices’, ISFC39 5-day Pre-Congress Institute, University of Sydney.

2011 Masterclass course of 12 lectures: ‘Seeing Knowledge and Knowers: Social realism, code theory and Legitimation Code Theory’, PhD lecture series, University of Sydney, July-Nov.

2011 University College Dublin, June:
Masterclass 1: Sociology of education beyond Bourdieu and Bernstein: Legitimation Code Theory
Masterclass 2: The heartbeat of knowledge-building: How the ‘semantic wave’ is fundamental to just about everything we do in education.

2011 University of Provence, June:
Masterclass 1: Legitimation Code Theory,
Masterclass 2: The pulse of building knowledge: Teaching the ‘semantic wave’.

2010 Rhodes University, South Africa, Nov:
Masterclass 1: Basil Bernstein’s ‘thinking tools’
Masterclass 2: Building beyond Bernstein: Legitimation Code Theory
Masterclass 3: Knowledge-building

2010 University of Cape Town, South Africa, Nov:
Masterclass 1: Basil Bernstein’s ‘thinking tools’
Masterclass 2: Building beyond Bernstein: Legitimation Code Theory

2010 MMSH, University of Provence, Aix-en-Provence, France: Bernstein’s code theory and Legitimation Code Theory.

2009 University of Cape Town, July: Two day workshop on Legitimation Code Theory.

2009 Australian Association for Research in Education Masterclasses: The utility of theory(ies) in educational research, Charles Sturt University, Oct: Masterclasses on Bourdieu and Bernstein.

2005 QUT, Australia, Nov: Three seminars: Sociology of Education in the 21st Century: Bourdieu, Bernstein & Beyond.

2005 University of Technology Sydney, Aug, Sept, Oct: Three part seminar series: Sociology of Education in the 21st Century: Bourdieu, Bernstein & Beyond,
1. Seeing Education: Pierre Bourdieu’s ‘field’
2. Analysing Education: Basil Bernstein’s codes & devices
3. Beyond Bourdieu & Bernstein: Legitimation code theory

PhD and master's project opportunities

Selected grants

2015

  • Investigating the dynamics of digital inclusion; Rennie E, Howard S, Maton K, Thomas J, Ma J; Australian Research Council (ARC)/Linkage Projects (LP).

2013

  • Pedagogies for Knowledge-Building: Investigating subject-appropriate, cumulative teaching for twenty-first century school classrooms; Maton K, Martin J, Unsworth L, Howard S; Australian Research Council (ARC)/Discovery Projects (DP).

2012

  • Sciences and Technology of Learning network; Goodyear P, Calvo R, Dong A, Kay J, Maton K, Reimann P, Sharma M, Shaw T; Faculty of Education and Social Work, University of Sydney/Research Grant.
  • Learning Technology and the Learning Sciences; Goodyear P, Kay J, Jacobson M, Reimann P, Freebody P, Martin J, Dong A, Calvo R, Kummerfeld R, Shaw T, Yacef K, Ellis R, Sharma M, Bobis J, Taylor C, Maton K, Markauskaite L, Chan C, Dey A, Dillenbourg P, Kapur M, Laurillard D, Linn M, Luckin R, Ohlsson S, Pea R, Williams M; DVC Research/Research Network Scheme (SyReNS).

2009

  • Living and Learning in a Knowledge Society: The implications of young adults knowledge creating practices for higher education; Maton K, Bennett S; Australian Research Council (ARC)/Discovery Projects (DP).
  • Disciplinarity, knowledge and schooling: Analysing and improving integrated, cumulative learning in classrooms.; Freebody P, Martin J, Maton K; Australian Research Council (ARC)/Discovery Projects (DP).

2006

  • Educating the Net Generation: Implications for Learning and Teaching in Australian; Maton K, Kennedy G; Australian Learning and Teaching Council Limited(ALTC)/Research Grant.

Selected publications

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Books

  • Van Krieken, R., Habibis, D., Smith, P., Hutchins, B., Maton, K., Martin, G. (2016). Sociology: 6th edition. Sydney: Pearson Education.
  • Maton, K. (2014). Knowledge and Knowers: Towards a realist sociology of education. London: Routledge.
  • Van Krieken, R., Habibis, D., Smith, P., Hutchins, B., Martin, G., Maton, K. (2014). Sociology: Themes and perspectives, 5th edition. Sydney: Pearson Education.
  • van Krieken, R., Habibis, D., Smith, P., Hutchins, B., Maton, K., Martin, G. (2010). Sociology: Fourth Edition. Sydney: Pearson Education.
  • Van Krieken, R., Habibis, D., Smith, P., Hutchins, B., Maton, K., Martin, G. (2010). Sociology: Themes and Perspectives. Sydney: Pearson Education.

Edited Books

  • Barrett, B., Maton, K. (2016). Basil Bernstein: Code Theory and beyond (in press). London: Springer.
  • Maton, K., Hood, S., Shay, S. (2016). Knowledge-building: Educational studies in Legitimation Code Theory. Abingdon: Routledge.
  • Martin, J., Maton, K., Wang, P., Wang, Z. (2016). Understanding Academic Discourse: Systemic Functional Linguistics and Legitimation Code Theory (in press). Shanghai: Shanghai Jiao Tong University Press.
  • Christie, F., Maton, K. (2011). Disciplinarity: Functional Linguistic and Sociological Perspectives. London: Continuum.
  • Maton, K., Moore, R. (2010). Social Realism, Knowledge and the Sociology of Education: Coalitions of the Mind. London: Continuum.
  • Kennedy, G., Dalgarno, B., Bennett, S., Gray, K., Waycott, J., Judd, T., Bishop, A., Maton, K., Krause, K., Chang, R. (2009). Educating the Net Generation: A Handbook of Findings for Practice and Policy. Australia: Australian Learning and Teaching Council.

Book Chapters

  • Maton, K., Martin, J., Matruglio, E. (2016). LCT and systemic functional linguistics: Enacting complementary theories for explanatory power. In Karl Maton, Susan Hood, Suellen Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory, (pp. 93-113). Abingdon: Routledge.
  • Maton, K., Howard, S. (2016). LCT in mixed-methods research: Evolving an instrument for quantitative data. In Karl Maton, Susan Hood, Suellen Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory, (pp. 49-71). Abingdon: Routledge.
  • Maton, K., Carvalho, L., Dong, A. (2016). LCT in praxis: Creating an e-learning environment for informal learning of principled knowledge. In Karl Maton, Susan Hood, Suellen Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory, (pp. 72-92). Abingdon: Routledge.
  • Maton, K., Tsai-Hung Chen, R. (2016). LCT in qualitative research: Creating a translation device for studying constructivist pedagogy. In Karl Maton, Susan Hood, Suellen Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory, (pp. 27-48). Abingdon: Routledge.
  • Maton, K. (2016). Legitimation Code Theory: Building knowledge about knowledge-building. In Karl Maton, Susan Hood, Suellen Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory, (pp. 1-23). Abingdon: Routledge.
  • Maton, K. (2016). Semantics from Legitimation Code Theory: How context-dependence and complexity shape academic discourse. Understanding Academic Discourse: Systemic Functional Linguistics and Legitimation Code Theory (in press). Shanghai: Shanghai Jiao Tong University Press.
  • Maton, K., Doran, Y. (2016). SFL and code theory (forthcoming). Routledge Systemic Functional Linguistic Handbook (in press). London: Routledge.
  • Maton, K., Chen, R. (2016). Specialization from Legitimation Code Theory: How the basis of achievement shapes student success. Understanding Academic Discourse: Systemic Functional Linguistics and Legitimation Code Theory (in press). Shanghai: Shanghai Jiao Tong University Press.
  • Maton, K. (2016). Starting points: Resources and architectural glossary. In Karl Maton, Susan Hood, Suellen Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory, (pp. 233-243). Abingdon: Routledge.
  • Szenes, E., Tilakaratna, N., Maton, K. (2015). The Knowledge Practices of Critical Thinking. In Martin Davies, Ronald Barnett (Eds.), The Palgrave Handbook of Critical Thinking in Higher Education, (pp. 573-591). New York: Palgrave Macmillan. [More Information]
  • Dong, A., Maton, K., Carvalho, L. (2015). The Structuring of Design Knowledge. In Paul A. Rodgers, Joyce Yee (Eds.), The Routledge Companion to Design Research, (pp. 38-49). Abingdon, Oxon: Routledge.
  • Maton, K. (2014). Building Powerful Knowledge: The Significance of Semantic Waves. In Brian Barrett, Elizabeth Rata (Eds.), Knowledge and the Future of the Curriculum: International Studies in Social Realism, (pp. 181-197). London: Palgrave Macmillan.
  • Maton, K. (2012). Habitus. In Michael Grenfell (Eds.), Pierre Bourdieu: Key concepts (revised), (pp. 48-64). London, UK: Acumen Publishing.
  • Chen, R., Maton, K., Bennett, S. (2011). Absenting discipline: constructivist approaches in online teaching. In Frances Christie and Karl Maton (Eds.), Disciplinarity: Functional Linguistic and Sociological Perspectives, (pp. 129-150). London: Continuum.
  • Bennett, S., Maton, K. (2011). Intellectual field or faith-based religion: Moving on from the idea of "digital natives". In Michael Thomas (Eds.), Deconstructing Digital Natives: Young people, technology and the new literacies, (pp. 169-185). New York: Routledge imprint of Taylor & Francis.
  • Maton, K. (2011). Knowledge Building: Analysing the cumulative development of ideas. In Gabrielle Ivinson, Brian Davies, John Fitz (Eds.), Knowledge and Identity: Concepts and Applications in Bernsteins Sociology, (pp. 23-38). London: Routledge imprint of Taylor & Francis.
  • Maton, K. (2011). Segmentalism: the problem of building knowledge and creating knowers. In Frandji, D. and Vitale, P. (Eds.), Knowledge, Pedagogy and Society: International perspectives on Basil Bernsteins sociology of education, (pp. 126-139). United Kingdom: Routledge imprint of Taylor & Francis.
  • Maton, K. (2011). Theories and Things: the Semantics of Disciplinarity. In Frances Christie and Karl Maton (Eds.), Disciplinarity: Functional Linguistic and Sociological Perspectives, (pp. 62-84). London: Continuum.
  • Bennett, S., Maton, K., Carrington, L. (2011). Understanding the Complexity of Technology Acceptance by Higher Education Students. In Timothy Teo (Eds.), Technology Acceptance in Education: Research and Issues, (pp. 63-77). Rotterdam, Netherlands: Sense Publishers.
  • Christie, F., Maton, K. (2011). Why disciplinarity? In Frances Christie and Karl Maton (Eds.), Disciplinarity: Functional Linguistic and Sociological Perspectives, (pp. 1-9). London: Continuum.
  • Maton, K. (2010). Analysing Knowledge Claims and Practices: Languages of Legitimation. In Karl Maton, Rob Moore (Eds.), Social Realism, Knowledge and the Sociology of Education: Coalitions of the Mind, (pp. 35-59). London: Continuum.
  • Maton, K. (2010). Canons and Progress in the Arts and Humanities: Knowers and Gazes. In Karl Maton, Rob Moore (Eds.), Social Realism, Knowledge and the Sociology of Education: Coalitions of the Mind, (pp. 154-178). London: Continuum.
  • Maton, K., Moore, R. (2010). Coalitions of the Mind. In Karl Maton, Rob Moore (Eds.), Social Realism, Knowledge and the Sociology of Education: Coalitions of the Mind, (pp. 1-13). London: Continuum.
  • Maton, K. (2010). Education and Knowledge. In R van Krieken; D Habibis; P Smith; B Hutchins; K Maton; G Martin (Eds.), Sociology: Fourth Edition, (pp. 162-191). Sydney: Pearson Education.
  • Maton, K. (2010). Invisible Tribunals: Progress and Knowledge-Building in the Humanities. In Singh, P; Sadovnik, A. and Semel, S. (Eds.), Toolkits, Translation Devices and Conceptual Accounts: Essays on Basil Bernsteins Sociology of Knowledge, (pp. 177-196). New York: Peter Lang Publishing.
  • Maton, K. (2010). Last Night We Dreamt That Somebody Loved Us: Smiths Fans (and Me) in the Late 1980s. In Campbell, S. and Coulter, C. (Eds.), Why Pamper Lifes Complexities Essays on The Smiths, (pp. 179-194). Manchester, UK: Manchester University Press.
  • Lamont, A., Maton, K. (2010). Unpopular Music: Beliefs and Behaviours towards Music in Education. In Ruth Wright (Eds.), Sociology and Music Education, (pp. 63-80). Surrey: Ashgate.
  • Maton, K. (2008). Gravite Semantique et Apprentissage Segmente. La Question de la Construction du Savoir et de la Creation de Detenteurs de Savoir. In Daniel Frandji, Philippe Vitale (Eds.), Actualite de Basil Bernstein: Savoir, pedagogie et societe, (pp. 151-168). Rennes: Presses Universitaires de Rennes.
  • Maton, K. (2008). Gravité sémantique et Apprentissage segmenté. In P. Vitale and D. Frandji (Eds.), Enjeux Sociaux, Savoirs, Langage, Pedagogie: Actualité et fécondité de l’oeuvre de Basil Bernstein. Rennes: University of Rennes Press.
  • Maton, K. (2008). Habitus. In Michael Grenfell (Eds.), Pierre Bourdieu: Key Concepts, (pp. 49-65). Stocksfield: Acumen Publishing.
  • Maton, K., Muller, J. (2007). A sociology for the transmission of knowledges. In Frances Christie and J.R. Martin (Eds.), Language, Knowledge and Pedagogy: Functional Linguistic and Sociological Perspectives, (pp. 14-33). London: Continuum.
  • Maton, K. (2007). Knowledge-knower structures in intellectual and educational fields. In Frances Christie and J.R. Martin (Eds.), Language, Knowledge and Pedagogy: Functional Linguistic and Sociological Perspectives, (pp. 87-108). London: Continuum.
  • Christie, F., Martin, J., Maton, K., Muller, J. (2007). Taking stock: future directions in research in knowledge structure. In Frances Christie and J.R. Martin (Eds.), Language, Knowledge and Pedagogy: Functional Linguistic and Sociological Perspectives, (pp. 239-257). London: Continuum.
  • Maton, K. (2006). On knowledge structures and knower structures. In Moore, R., Arnot, M., Beck, J. & Daniels, H (Eds.), Knowledge, Power and Educational Reform: Applying the Sociology of Basil Bernstein, (pp. 44-59). Oxon: Routledge imprint of Taylor & Francis.
  • Maton, K. (2004). The wrong kind of knower: Education, expansion and the epistemic device. In Johan. Muller, Brian Davies, Ana Morais (Eds.), Reading Bernstein, Researching Bernstein, (pp. 218-222). London: Routledge imprint of Taylor & Francis.
  • Maton, K. (2002). Popes, Kings and cultural studies: Placing the commitment to non-disciplinarity in historical context, in Herbrechter. In Stefan Herbrechter (Eds.), Cultural Studies: Interdisciplinarity and Translation, (pp. 31-53). Amsterdam: Rodopi.
  • Moore, R., Maton, K. (2001). Founding the sociology of knowledge: Basil Bernstein, intellectual fields and the epistemic device, in Morais. In Ana Morais, Isabel Neves, Brian Davies, Harry Daniels (Eds.), Towards a Sociology of Pedagogy: The Contribution of Basil Bernstein to Research. United States: Peter Lang Publishing.
  • Maton, K. (1999). Extra curricular activity require: Pierre Bourdieu and the sociology of educational knowledge. Pierre Bourdieu: Language, Culture and Education, (pp. 197-210). Bern: Peter Lang Publishing.

Journals

  • Maton, K., Doran, Y. (2016). Condensation: A translation device revealing complexity of knowledge practices in discourse, part 2 - clausing and sequenceing. Onomazein: revista de linguistica, filologia y traduccion, (August).
  • Maton, K., Doran, Y. (2016). Semantic density: A translation device for revealing complexity of knowledge practices in discourse, part 1 - wording (in press). Onomazein: revista de linguistica, filologia y traduccion, (August).
  • Martin, J., Maton, K. (2016). Systemic functional linguistics and Legitimation Code Theory on education: Rethinking field and knowledge structure. Onomazein: revista de linguistica, filologia y traduccion, (August).
  • Carvalho, L., Dong, A., Maton, K. (2015). Foregrounding knowledge in e-learning design: An illustration in a museum setting. Australasian Journal of Educational Technology, 31(3), 328-348. [More Information]
  • Maton, K. (2014). A TALL order? Legitimation Code Theory for academic language and learning. Journal of Academic Language and Learning, 8(3), 34-48.
  • Georgiou, H., Maton, K., Sharma, M. (2014). Recovering knowledge for science education research: Exploring the 'Icarus effect' in student work. Canadian Journal of Science, Mathematics, and Technology Education, 14(3), 252-268. [More Information]
  • Martin, J., Maton, K. (2013). Cumulative knowledge-building in secondary schooling: Guest editors' preface. Linguistics and Education, 24(1), 1-3. [More Information]
  • Macnaught, L., Maton, K., Martin, J., Matruglio, E. (2013). Jointly constructing semantic waves: Implications for teacher training. Linguistics and Education, 24(1), 50-63. [More Information]
  • Maton, K. (2013). Making semantic waves: A key to cumulative knowledge-building. Linguistics and Education, 24(1), 8-22. [More Information]
  • Matruglio, E., Maton, K., Martin, J. (2013). Time travel: The role of temporality in enabling semantic waves in secondary school teaching. Linguistics and Education, 24(1), 38-49. [More Information]
  • Howard, S., Maton, K. (2011). Theorising knowledge practices: A missing piece of the educational technology puzzle. Research in Learning Technology, 19(3), 191-206. [More Information]
  • Bennett, S., Maton, K. (2010). Beyond the 'digital natives' debate: Towards a more nuanced understanding of students' technology experiences. Journal of Computer Assisted Learning, 26(5), 321-331. [More Information]
  • Martin, J., Maton, K., Matruglio, E. (2010). Historical cosmologies: epistemology and axiology in Australian secondary school history discourse. Revista Signos: estudios de lengua y literatura, 43(74), 433-463. [More Information]
  • Maton, K. (2009). Cumulative and segmented learning: Exploring the role of curriculum structures in knowledge-building. British Journal of Sociology of Education, 30(1), 43-57. [More Information]
  • Carvalho, L., Dong, A., Maton, K. (2009). Legitimating design: A sociology of knowledge account of the field. Design Studies, 30(5), 483-502. [More Information]
  • Chen, R., Bennett, S., Maton, K. (2008). Adaptation of Chinese international students to online flexible learning: Two case studies. Distance Education, 29(3), 307-323. [More Information]
  • 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. [More Information]
  • Freebody, P., Maton, K., Martin, J. (2008). Talk, text and knowledge in cumulative, integrated learning: A response to 'intellectual challenge'. Australian Journal of Language and Literacy, 31(2), 188-201.
  • Bennett, S., Maton, K., Kervin, L. (2008). The 'digital natives' debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786. [More Information]
  • Maton, K. (2005). A question of autonomy: Bourdieu's field approach and higher education policy. Journal of Education Policy, 20(6), 687-704.
  • Maton, K. (2005). The sacred and the profane: The arbitrary legacy of Pierre Bourdieu. European Journal of Cultural Studies, 8(1), 121-132.
  • Wright, H., Maton, K. (2004). Cultural Studies and Education: From Birmingham Origin to Glocal Presence. The Review of Education - Pedagogy - Cultural Studies, 26(2/3), 73-90. [More Information]
  • Maton, K. (2003). Eternizando o arbitrario: O legado profano de Pierre Bourdieu. Educacao, Sociedade and Culturas, 19, 89-102.
  • Maton, K. (2003). Reflexivity, Relationism and Research: Pierre Bourdieu and the Epistemic Conditions of Social Scientific Knowledge. Space and Culture, 6(1), 52-65.
  • Maton, K., Wright, H. (2002). Returning cultural studies to education. International Journal of Cultural Studies, 5(4), 379-392.
  • Maton, K. (2001). The real and critical need of educational research for critical realism. Journal of Critical Realism.
  • Maton, K. (2000). Languages of legitimation: the structuring significance for intellectual fields of strategic knowledge claims. British Journal of Sociology, 21(2), 147-167.
  • Maton, K. (2000). Recovering pedagogic discourse: A Bernsteinian approach to the sociology of educational knowledge. Linguistics and Education, 11(1), 79-98.

Edited Journals

  • Martin, J., Maton, K., Quiroz, B. (2016). Special Issue on Education and Knowledge (in press). Onomazein: revista de linguistica, filologia y traduccion, (August).
  • Maton, K., Martin, J. (2013). Cumulative Knowledge-Building in Secondary Schooling, Linguistics and Education. Linguistics and Education, 24(1).
  • Maton, K., Wright, H. (2004). Cultural studies in Education - double issue. The Review of Education, Pedagogy, and Cultural Studies, 26(2-3).
  • Maton, K., Wright, H. (2002). Special Issue: Returning Cultural Studies and Education. International Journal of Cultural Studies, 5(4), 379-392.

Conferences

  • Maton, K., Howard, S., Thompson, K. (2013). Systems of integration: Using system dynamics to understand technology integration in learning and teaching. 15th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI), TBA: European Association for Research on Learning and Instruction (EARLI).
  • Howard, S., Maton, K. (2013). Technology & knowledge: An exploration of teachers' conceptions of subject-area knowledge practices and technology integration. AERA 2013 SIG-Computer and Internet Applications in Education, San Francisco: AERA.
  • Kennedy, G., Dalgarno, B., Gray, K., Judd, T., Waycott, J., Bennett, S., Maton, K., Krause, K., Bishop, A., Chang, R., et al (2007). The net generation are not big users of Web 2.0 technologies: Preliminary findings. ascilite 2007: ICT: Providing Choices for Learners and Learning, Singapore: Nanyang Technological University.
  • Chen, R., Bennett, S., Maton, K. (2007). The Online Acculturation of Chinese Student 'Sojourners'. ED-MEDIA 2007 World Conference on Educational Multimedia, Hypermedia & Telecommunications, Chesapeake USA: Association fo the Advancement of Computing in Education (AACE).
  • Kennedy, G., Krause, K., Gray, K., Judd, T., Bennett, S., Maton, K., Dalgarno, B., Bishop, A. (2006). Questioning the net generation: A collaborative project in Australian higher education. 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education ASCILITE 2006, Australia: Sydney University Press.

Magazine / Newspaper Articles

  • Maton, K. (2011). Please reject me: A survivor’s guide to ‘publish or perish’. The Conversation.
  • Maton, K. (2006). Why theory? It's not rocket surgery!. AARE NEWS, 56, 11-11.
  • Maton, K. (2004). Cultural fastfood with the Frankfurt School. Three-D: UK Media, Communication & Cultural Studies Association, 2.
  • Maton, K. (2003). Reflecting on reflexivity. Three D: UK Media, Communication & Cultural Studies Association, 1, 15.
  • Maton, K. (2003). Talking Paradigms. Three D: UK Media, Communication & Cultural Studies Association, 1, 6.
  • Maton, K. (1999). What's the philosophy of education? Teaching History, 3.
  • Landesman, C., Maton, K., Young, T. (1991). Opening editorial. The Modern Review, 4-5.

Report

  • Maton, K., Bennett, S. (2010). The Role of ICTs at the University of Sydney: A report on the experiences and expectations of students and teaching staff.
  • Arnot, M., Millen, D., Maton, K. (1998). Current Innovative Practice in Schools in the United Kingdom: Final Report.

Reference Works

  • Maton, K., Shipway, B. (2007). Studies of education. Dictionary of Critical Realism. (pp. 442-443). Routledge imprint of Taylor & Francis.

2016

  • Barrett, B., Maton, K. (2016). Basil Bernstein: Code Theory and beyond (in press). London: Springer.
  • Maton, K., Doran, Y. (2016). Condensation: A translation device revealing complexity of knowledge practices in discourse, part 2 - clausing and sequenceing. Onomazein: revista de linguistica, filologia y traduccion, (August).
  • Maton, K., Hood, S., Shay, S. (2016). Knowledge-building: Educational studies in Legitimation Code Theory. Abingdon: Routledge.
  • Maton, K., Martin, J., Matruglio, E. (2016). LCT and systemic functional linguistics: Enacting complementary theories for explanatory power. In Karl Maton, Susan Hood, Suellen Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory, (pp. 93-113). Abingdon: Routledge.
  • Maton, K., Howard, S. (2016). LCT in mixed-methods research: Evolving an instrument for quantitative data. In Karl Maton, Susan Hood, Suellen Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory, (pp. 49-71). Abingdon: Routledge.
  • Maton, K., Carvalho, L., Dong, A. (2016). LCT in praxis: Creating an e-learning environment for informal learning of principled knowledge. In Karl Maton, Susan Hood, Suellen Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory, (pp. 72-92). Abingdon: Routledge.
  • Maton, K., Tsai-Hung Chen, R. (2016). LCT in qualitative research: Creating a translation device for studying constructivist pedagogy. In Karl Maton, Susan Hood, Suellen Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory, (pp. 27-48). Abingdon: Routledge.
  • Maton, K. (2016). Legitimation Code Theory: Building knowledge about knowledge-building. In Karl Maton, Susan Hood, Suellen Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory, (pp. 1-23). Abingdon: Routledge.
  • Maton, K., Doran, Y. (2016). Semantic density: A translation device for revealing complexity of knowledge practices in discourse, part 1 - wording (in press). Onomazein: revista de linguistica, filologia y traduccion, (August).
  • Maton, K. (2016). Semantics from Legitimation Code Theory: How context-dependence and complexity shape academic discourse. Understanding Academic Discourse: Systemic Functional Linguistics and Legitimation Code Theory (in press). Shanghai: Shanghai Jiao Tong University Press.
  • Maton, K., Doran, Y. (2016). SFL and code theory (forthcoming). Routledge Systemic Functional Linguistic Handbook (in press). London: Routledge.
  • Van Krieken, R., Habibis, D., Smith, P., Hutchins, B., Maton, K., Martin, G. (2016). Sociology: 6th edition. Sydney: Pearson Education.
  • Martin, J., Maton, K., Quiroz, B. (2016). Special Issue on Education and Knowledge (in press). Onomazein: revista de linguistica, filologia y traduccion, (August).
  • Maton, K., Chen, R. (2016). Specialization from Legitimation Code Theory: How the basis of achievement shapes student success. Understanding Academic Discourse: Systemic Functional Linguistics and Legitimation Code Theory (in press). Shanghai: Shanghai Jiao Tong University Press.
  • Maton, K. (2016). Starting points: Resources and architectural glossary. In Karl Maton, Susan Hood, Suellen Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory, (pp. 233-243). Abingdon: Routledge.
  • Martin, J., Maton, K. (2016). Systemic functional linguistics and Legitimation Code Theory on education: Rethinking field and knowledge structure. Onomazein: revista de linguistica, filologia y traduccion, (August).
  • Martin, J., Maton, K., Wang, P., Wang, Z. (2016). Understanding Academic Discourse: Systemic Functional Linguistics and Legitimation Code Theory (in press). Shanghai: Shanghai Jiao Tong University Press.

2015

  • Carvalho, L., Dong, A., Maton, K. (2015). Foregrounding knowledge in e-learning design: An illustration in a museum setting. Australasian Journal of Educational Technology, 31(3), 328-348. [More Information]
  • Szenes, E., Tilakaratna, N., Maton, K. (2015). The Knowledge Practices of Critical Thinking. In Martin Davies, Ronald Barnett (Eds.), The Palgrave Handbook of Critical Thinking in Higher Education, (pp. 573-591). New York: Palgrave Macmillan. [More Information]
  • Dong, A., Maton, K., Carvalho, L. (2015). The Structuring of Design Knowledge. In Paul A. Rodgers, Joyce Yee (Eds.), The Routledge Companion to Design Research, (pp. 38-49). Abingdon, Oxon: Routledge.

2014

  • Maton, K. (2014). A TALL order? Legitimation Code Theory for academic language and learning. Journal of Academic Language and Learning, 8(3), 34-48.
  • Maton, K. (2014). Building Powerful Knowledge: The Significance of Semantic Waves. In Brian Barrett, Elizabeth Rata (Eds.), Knowledge and the Future of the Curriculum: International Studies in Social Realism, (pp. 181-197). London: Palgrave Macmillan.
  • Maton, K. (2014). Knowledge and Knowers: Towards a realist sociology of education. London: Routledge.
  • Georgiou, H., Maton, K., Sharma, M. (2014). Recovering knowledge for science education research: Exploring the 'Icarus effect' in student work. Canadian Journal of Science, Mathematics, and Technology Education, 14(3), 252-268. [More Information]
  • Van Krieken, R., Habibis, D., Smith, P., Hutchins, B., Martin, G., Maton, K. (2014). Sociology: Themes and perspectives, 5th edition. Sydney: Pearson Education.

2013

  • Maton, K., Martin, J. (2013). Cumulative Knowledge-Building in Secondary Schooling, Linguistics and Education. Linguistics and Education, 24(1).
  • Martin, J., Maton, K. (2013). Cumulative knowledge-building in secondary schooling: Guest editors' preface. Linguistics and Education, 24(1), 1-3. [More Information]
  • Macnaught, L., Maton, K., Martin, J., Matruglio, E. (2013). Jointly constructing semantic waves: Implications for teacher training. Linguistics and Education, 24(1), 50-63. [More Information]
  • Maton, K. (2013). Making semantic waves: A key to cumulative knowledge-building. Linguistics and Education, 24(1), 8-22. [More Information]
  • Maton, K., Howard, S., Thompson, K. (2013). Systems of integration: Using system dynamics to understand technology integration in learning and teaching. 15th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI), TBA: European Association for Research on Learning and Instruction (EARLI).
  • Howard, S., Maton, K. (2013). Technology & knowledge: An exploration of teachers' conceptions of subject-area knowledge practices and technology integration. AERA 2013 SIG-Computer and Internet Applications in Education, San Francisco: AERA.
  • Matruglio, E., Maton, K., Martin, J. (2013). Time travel: The role of temporality in enabling semantic waves in secondary school teaching. Linguistics and Education, 24(1), 38-49. [More Information]

2012

  • Maton, K. (2012). Habitus. In Michael Grenfell (Eds.), Pierre Bourdieu: Key concepts (revised), (pp. 48-64). London, UK: Acumen Publishing.

2011

  • Chen, R., Maton, K., Bennett, S. (2011). Absenting discipline: constructivist approaches in online teaching. In Frances Christie and Karl Maton (Eds.), Disciplinarity: Functional Linguistic and Sociological Perspectives, (pp. 129-150). London: Continuum.
  • Christie, F., Maton, K. (2011). Disciplinarity: Functional Linguistic and Sociological Perspectives. London: Continuum.
  • Bennett, S., Maton, K. (2011). Intellectual field or faith-based religion: Moving on from the idea of "digital natives". In Michael Thomas (Eds.), Deconstructing Digital Natives: Young people, technology and the new literacies, (pp. 169-185). New York: Routledge imprint of Taylor & Francis.
  • Maton, K. (2011). Knowledge Building: Analysing the cumulative development of ideas. In Gabrielle Ivinson, Brian Davies, John Fitz (Eds.), Knowledge and Identity: Concepts and Applications in Bernsteins Sociology, (pp. 23-38). London: Routledge imprint of Taylor & Francis.
  • Maton, K. (2011). Please reject me: A survivor’s guide to ‘publish or perish’. The Conversation.
  • Maton, K. (2011). Segmentalism: the problem of building knowledge and creating knowers. In Frandji, D. and Vitale, P. (Eds.), Knowledge, Pedagogy and Society: International perspectives on Basil Bernsteins sociology of education, (pp. 126-139). United Kingdom: Routledge imprint of Taylor & Francis.
  • Maton, K. (2011). Theories and Things: the Semantics of Disciplinarity. In Frances Christie and Karl Maton (Eds.), Disciplinarity: Functional Linguistic and Sociological Perspectives, (pp. 62-84). London: Continuum.
  • Howard, S., Maton, K. (2011). Theorising knowledge practices: A missing piece of the educational technology puzzle. Research in Learning Technology, 19(3), 191-206. [More Information]
  • Bennett, S., Maton, K., Carrington, L. (2011). Understanding the Complexity of Technology Acceptance by Higher Education Students. In Timothy Teo (Eds.), Technology Acceptance in Education: Research and Issues, (pp. 63-77). Rotterdam, Netherlands: Sense Publishers.
  • Christie, F., Maton, K. (2011). Why disciplinarity? In Frances Christie and Karl Maton (Eds.), Disciplinarity: Functional Linguistic and Sociological Perspectives, (pp. 1-9). London: Continuum.

2010

  • Maton, K. (2010). Analysing Knowledge Claims and Practices: Languages of Legitimation. In Karl Maton, Rob Moore (Eds.), Social Realism, Knowledge and the Sociology of Education: Coalitions of the Mind, (pp. 35-59). London: Continuum.
  • Bennett, S., Maton, K. (2010). Beyond the 'digital natives' debate: Towards a more nuanced understanding of students' technology experiences. Journal of Computer Assisted Learning, 26(5), 321-331. [More Information]
  • Maton, K. (2010). Canons and Progress in the Arts and Humanities: Knowers and Gazes. In Karl Maton, Rob Moore (Eds.), Social Realism, Knowledge and the Sociology of Education: Coalitions of the Mind, (pp. 154-178). London: Continuum.
  • Maton, K., Moore, R. (2010). Coalitions of the Mind. In Karl Maton, Rob Moore (Eds.), Social Realism, Knowledge and the Sociology of Education: Coalitions of the Mind, (pp. 1-13). London: Continuum.
  • Maton, K. (2010). Education and Knowledge. In R van Krieken; D Habibis; P Smith; B Hutchins; K Maton; G Martin (Eds.), Sociology: Fourth Edition, (pp. 162-191). Sydney: Pearson Education.
  • Martin, J., Maton, K., Matruglio, E. (2010). Historical cosmologies: epistemology and axiology in Australian secondary school history discourse. Revista Signos: estudios de lengua y literatura, 43(74), 433-463. [More Information]
  • Maton, K. (2010). Invisible Tribunals: Progress and Knowledge-Building in the Humanities. In Singh, P; Sadovnik, A. and Semel, S. (Eds.), Toolkits, Translation Devices and Conceptual Accounts: Essays on Basil Bernsteins Sociology of Knowledge, (pp. 177-196). New York: Peter Lang Publishing.
  • Maton, K. (2010). Last Night We Dreamt That Somebody Loved Us: Smiths Fans (and Me) in the Late 1980s. In Campbell, S. and Coulter, C. (Eds.), Why Pamper Lifes Complexities Essays on The Smiths, (pp. 179-194). Manchester, UK: Manchester University Press.
  • Maton, K., Moore, R. (2010). Social Realism, Knowledge and the Sociology of Education: Coalitions of the Mind. London: Continuum.
  • van Krieken, R., Habibis, D., Smith, P., Hutchins, B., Maton, K., Martin, G. (2010). Sociology: Fourth Edition. Sydney: Pearson Education.
  • Van Krieken, R., Habibis, D., Smith, P., Hutchins, B., Maton, K., Martin, G. (2010). Sociology: Themes and Perspectives. Sydney: Pearson Education.
  • Maton, K., Bennett, S. (2010). The Role of ICTs at the University of Sydney: A report on the experiences and expectations of students and teaching staff.
  • Lamont, A., Maton, K. (2010). Unpopular Music: Beliefs and Behaviours towards Music in Education. In Ruth Wright (Eds.), Sociology and Music Education, (pp. 63-80). Surrey: Ashgate.

2009

  • Maton, K. (2009). Cumulative and segmented learning: Exploring the role of curriculum structures in knowledge-building. British Journal of Sociology of Education, 30(1), 43-57. [More Information]
  • Kennedy, G., Dalgarno, B., Bennett, S., Gray, K., Waycott, J., Judd, T., Bishop, A., Maton, K., Krause, K., Chang, R. (2009). Educating the Net Generation: A Handbook of Findings for Practice and Policy. Australia: Australian Learning and Teaching Council.
  • Carvalho, L., Dong, A., Maton, K. (2009). Legitimating design: A sociology of knowledge account of the field. Design Studies, 30(5), 483-502. [More Information]

2008

  • Chen, R., Bennett, S., Maton, K. (2008). Adaptation of Chinese international students to online flexible learning: Two case studies. Distance Education, 29(3), 307-323. [More Information]
  • 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. [More Information]
  • Maton, K. (2008). Gravite Semantique et Apprentissage Segmente. La Question de la Construction du Savoir et de la Creation de Detenteurs de Savoir. In Daniel Frandji, Philippe Vitale (Eds.), Actualite de Basil Bernstein: Savoir, pedagogie et societe, (pp. 151-168). Rennes: Presses Universitaires de Rennes.
  • Maton, K. (2008). Gravité sémantique et Apprentissage segmenté. In P. Vitale and D. Frandji (Eds.), Enjeux Sociaux, Savoirs, Langage, Pedagogie: Actualité et fécondité de l’oeuvre de Basil Bernstein. Rennes: University of Rennes Press.
  • Maton, K. (2008). Habitus. In Michael Grenfell (Eds.), Pierre Bourdieu: Key Concepts, (pp. 49-65). Stocksfield: Acumen Publishing.
  • Freebody, P., Maton, K., Martin, J. (2008). Talk, text and knowledge in cumulative, integrated learning: A response to 'intellectual challenge'. Australian Journal of Language and Literacy, 31(2), 188-201.
  • Bennett, S., Maton, K., Kervin, L. (2008). The 'digital natives' debate: A critical review of the evidence. British Journal of Educational Technology, 39(5), 775-786. [More Information]

2007

  • Maton, K., Muller, J. (2007). A sociology for the transmission of knowledges. In Frances Christie and J.R. Martin (Eds.), Language, Knowledge and Pedagogy: Functional Linguistic and Sociological Perspectives, (pp. 14-33). London: Continuum.
  • Maton, K. (2007). Knowledge-knower structures in intellectual and educational fields. In Frances Christie and J.R. Martin (Eds.), Language, Knowledge and Pedagogy: Functional Linguistic and Sociological Perspectives, (pp. 87-108). London: Continuum.
  • Maton, K., Shipway, B. (2007). Studies of education. Dictionary of Critical Realism. (pp. 442-443). Routledge imprint of Taylor & Francis.
  • Christie, F., Martin, J., Maton, K., Muller, J. (2007). Taking stock: future directions in research in knowledge structure. In Frances Christie and J.R. Martin (Eds.), Language, Knowledge and Pedagogy: Functional Linguistic and Sociological Perspectives, (pp. 239-257). London: Continuum.
  • Kennedy, G., Dalgarno, B., Gray, K., Judd, T., Waycott, J., Bennett, S., Maton, K., Krause, K., Bishop, A., Chang, R., et al (2007). The net generation are not big users of Web 2.0 technologies: Preliminary findings. ascilite 2007: ICT: Providing Choices for Learners and Learning, Singapore: Nanyang Technological University.
  • Chen, R., Bennett, S., Maton, K. (2007). The Online Acculturation of Chinese Student 'Sojourners'. ED-MEDIA 2007 World Conference on Educational Multimedia, Hypermedia & Telecommunications, Chesapeake USA: Association fo the Advancement of Computing in Education (AACE).

2006

  • Maton, K. (2006). On knowledge structures and knower structures. In Moore, R., Arnot, M., Beck, J. & Daniels, H (Eds.), Knowledge, Power and Educational Reform: Applying the Sociology of Basil Bernstein, (pp. 44-59). Oxon: Routledge imprint of Taylor & Francis.
  • Kennedy, G., Krause, K., Gray, K., Judd, T., Bennett, S., Maton, K., Dalgarno, B., Bishop, A. (2006). Questioning the net generation: A collaborative project in Australian higher education. 23rd Annual Conference of the Australasian Society for Computers in Learning in Tertiary Education ASCILITE 2006, Australia: Sydney University Press.
  • Maton, K. (2006). Why theory? It's not rocket surgery!. AARE NEWS, 56, 11-11.

2005

  • Maton, K. (2005). A question of autonomy: Bourdieu's field approach and higher education policy. Journal of Education Policy, 20(6), 687-704.
  • Maton, K. (2005). The sacred and the profane: The arbitrary legacy of Pierre Bourdieu. European Journal of Cultural Studies, 8(1), 121-132.

2004

  • Maton, K. (2004). Cultural fastfood with the Frankfurt School. Three-D: UK Media, Communication & Cultural Studies Association, 2.
  • Wright, H., Maton, K. (2004). Cultural Studies and Education: From Birmingham Origin to Glocal Presence. The Review of Education - Pedagogy - Cultural Studies, 26(2/3), 73-90. [More Information]
  • Maton, K., Wright, H. (2004). Cultural studies in Education - double issue. The Review of Education, Pedagogy, and Cultural Studies, 26(2-3).
  • Maton, K. (2004). The wrong kind of knower: Education, expansion and the epistemic device. In Johan. Muller, Brian Davies, Ana Morais (Eds.), Reading Bernstein, Researching Bernstein, (pp. 218-222). London: Routledge imprint of Taylor & Francis.

2003

  • Maton, K. (2003). Eternizando o arbitrario: O legado profano de Pierre Bourdieu. Educacao, Sociedade and Culturas, 19, 89-102.
  • Maton, K. (2003). Reflecting on reflexivity. Three D: UK Media, Communication & Cultural Studies Association, 1, 15.
  • Maton, K. (2003). Reflexivity, Relationism and Research: Pierre Bourdieu and the Epistemic Conditions of Social Scientific Knowledge. Space and Culture, 6(1), 52-65.
  • Maton, K. (2003). Talking Paradigms. Three D: UK Media, Communication & Cultural Studies Association, 1, 6.

2002

  • Maton, K. (2002). Popes, Kings and cultural studies: Placing the commitment to non-disciplinarity in historical context, in Herbrechter. In Stefan Herbrechter (Eds.), Cultural Studies: Interdisciplinarity and Translation, (pp. 31-53). Amsterdam: Rodopi.
  • Maton, K., Wright, H. (2002). Returning cultural studies to education. International Journal of Cultural Studies, 5(4), 379-392.
  • Maton, K., Wright, H. (2002). Special Issue: Returning Cultural Studies and Education. International Journal of Cultural Studies, 5(4), 379-392.

2001

  • Moore, R., Maton, K. (2001). Founding the sociology of knowledge: Basil Bernstein, intellectual fields and the epistemic device, in Morais. In Ana Morais, Isabel Neves, Brian Davies, Harry Daniels (Eds.), Towards a Sociology of Pedagogy: The Contribution of Basil Bernstein to Research. United States: Peter Lang Publishing.
  • Maton, K. (2001). The real and critical need of educational research for critical realism. Journal of Critical Realism.

2000

  • Maton, K. (2000). Languages of legitimation: the structuring significance for intellectual fields of strategic knowledge claims. British Journal of Sociology, 21(2), 147-167.
  • Maton, K. (2000). Recovering pedagogic discourse: A Bernsteinian approach to the sociology of educational knowledge. Linguistics and Education, 11(1), 79-98.

1999

  • Maton, K. (1999). Extra curricular activity require: Pierre Bourdieu and the sociology of educational knowledge. Pierre Bourdieu: Language, Culture and Education, (pp. 197-210). Bern: Peter Lang Publishing.
  • Maton, K. (1999). What's the philosophy of education? Teaching History, 3.

1998

  • Arnot, M., Millen, D., Maton, K. (1998). Current Innovative Practice in Schools in the United Kingdom: Final Report.

1991

  • Landesman, C., Maton, K., Young, T. (1991). Opening editorial. The Modern Review, 4-5.

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