Professor Karl Maton

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

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

Telephone +61 2 9351 3902

Website Contact Details
LCT Centre Website

Biographical details

Karl Maton is Director of the "LCT Centre for Knowledge-Building"at the University of Sydney. Karl is the creator of Legitimation Code Theory (LCT), which is being widely used to shape research and practice in education, sociology and linguistics. LCT is now an international and multidisciplinary community, including scholars in Australia, China, Europe, South Africa, South America, the UK and the USA, among others. There is a friendly and highly active community of LCT postgraduates and postdoctoral researchers at the University of Sydney, including: S-Club, a weekly data analysis workshop; LCT Roundtable, an internationally-renowned fortnightly seminar series; and LCT-OG, a self-organised PhD support group.

Karl Maton completed his PhD on The Field of Higher Education at the University of Cambridge. He has extensively published in sociology, education and linguistics, and previously worked at the University of Cambridge, The Open University, Keele University and the University of Wollongong. Karl is currently Honorary Professor at Rhodes University, South Africa. His most recent books include: Knowledge and Knowers: Towards a realist sociology of education (2014, Routledge), which sets out key ideas of LCT, Knowledge-building: Educational studies in Legitimation Code Theory (2016, Routledge), a primer for using the approach.

Research interests

Karl has recently conducted or supervised major projects on:

  • subjects from across the disciplinary map, from physics to ballet, from biology to jazz
  • knowledge-building in school and university classrooms
  • issues from across the institutional levels of education, from pre-school, through primary, secondary, further education (such as TAFE) and higher education
  • the use of digital technologies in pedagogy and research
  • issues of knowledge beyond education, such as climate change understanding, politics in the media, culture in the armed forces, etc

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), awarded 2017

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

Department of Linguistics, University of Sydney, Australia



Christine Carroll (PhD), submitted 2017

Playing the field: An Australian case study of student popular musicians’ informal learning in senior secondary classroom music education

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), awarded 2017

The Language with Displayed Art(efacts): Linguistic and sociological perspectives on meaning, accessibility and knowledge-building 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
Exploring School choice: how high schools and students come together. Sharon ARIS
Bringing Knowledge into Dance and the Body into Knowledge Elena LAMBRINOS
Changes in the Australian Vocational Education Sector Patrick LOCKE
Constellations of Scepticism: Climate Sceptics Bloggers� Legitimation of Knowledge. Mathew TOLL
Enacting knowledge in dissertations: a Legitimation Code Theory analysis of doctoral writing Kirstin WILMOT

Awards and honours

2017 Sydney Research Accelerator (SOAR) fellowship, University of Sydney

Visiting Professor, Rhodes University, South Africa, 2017-2019

Visiting Professor, Centre for Higher Education Research, Teaching & Learning, 2014-2016

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

Keynote Addresses

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

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

Maton, K. (2017) Making Waves Together: How Legitimation Code Theory is helping students crack the codes of achievement in education, BALEAP International Conference, University of Bristol, UK, April.

Maton, K., Martin, J.R. & Macken-Horarik, M. (2016) SFL, LCT and social power – A conversation, Australian Systemic Functional Linguistics Association Annual Conference, Sydney, Australia, Sept.

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. (2015) Surfing for Success: How Legitimation Code Theory can help students in higher education and beyond, Fourth Learning, Teaching and Assessment Symposium, Durban University of Technology, South Africa, Oct.

Maton, K. (2015) LCT, Specialization and Semantics, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Maton, K. (2015) The craft of LCT: Enacting concepts in research, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

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.

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

Maton, K. (2015) Opening Address: Legitimation Code Theory: Past, present, future, First International Legitimation Code Theory Colloquium, Cape Town, South Africa, June.

Maton, K. (2015) Building on Bourdieu: Continuing the mental revolution, Beyond the Fields We Know: A cross-disciplinary colloquium on Bourdieusian field methods and theories, UTS, Sydney, February.

Maton, K. (2014) Five keynotes: (1) Introducing Specialization; (2) Semantics and the significance of ‘semantic waves’; (3) Using LCT in fine-grained analysis of discourse:‘Translation devices’ for semantic density; (5) The craft of LCT: Enacting the theory in empirical research; (4) Cosmologies: Bringing it all together, International Conference on Appliable Linguistics and Academic Discourse, Shanghai Jiao Tong University, Shanghai, China, December.

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

Maton, K. (2014) Heresies: The blasphemous analysis of knowledge practices, or ‘Introducing Legitimation Code Theory’,Fifth International KERU Symposium, Auckland University, New Zealand, November.

Maton, K. (2014) Studying Semantics: The next dimension,Fifth International KERU Symposium, Auckland University, New Zealand, November.

PhD and master's project opportunities

Selected grants

2017

  • SOAR Fellowship - Maton, Karl; Maton K; DVC Research/SOAR Fellowships.

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

  • 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).
  • 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.

2009

  • 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).
  • 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).

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., Martin, G., Maton, K. (2016). Sociology: 6th edition. Sydney: Pearson Education.
  • Maton, K. (2014). Knowledge and Knowers: Towards a realist sociology of education. London: Routledge. [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.
  • 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

  • Martin, J., Maton, K., Wang, P., Wang, Z. (2017). Understanding Academic Discourse: Systemic Functional Linguistics and Legitimation Code Theory (in press). Shanghai: Beijing Higher Education Press.
  • Maton, K., Hood, S., Shay, S. (2016). Knowledge-building: Educational studies in Legitimation Code Theory. Abingdon: Routledge. [More Information]
  • 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. (2017). 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: Beijing Higher Education Press.
  • Maton, K., Chen, R. (2017). 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: Beijing Higher Education Press.
  • Maton, K., Doran, Y. (2017). Systemic functional linguistics and code theory. The Routledge Handbook of Systemic Functional Linguistics, (pp. 605-618). London: Routledge. [More Information]
  • Maton, K., Martin, J., Matruglio, E. (2016). LCT and systemic functional linguistics: Enacting complementary theories for explanatory power. In Karl Maton, Susan Hood and Suellen Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory, (pp. 93-113). Abingdon: Routledge. [More Information]
  • Maton, K., Howard, S. (2016). LCT in mixed-methods research: Evolving an instrument for quantitative data. In Karl Maton, Susan Hood and Suellen Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory, (pp. 49-71). Abingdon: Routledge. [More Information]
  • 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 and Suellen Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory, (pp. 72-92). Abingdon: Routledge. [More Information]
  • Maton, K., Tsai-Hung Chen, R. (2016). LCT in qualitative research: Creating a translation device for studying constructivist pedagogy. In Karl Maton, Susan Hood and Suellen Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory, (pp. 27-48). Abingdon: Routledge. [More Information]
  • Maton, K. (2016). Legitimation Code Theory: Building knowledge about knowledge-building. In Karl Maton, Susan Hood and Suellen Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory, (pp. 1-23). Abingdon: Routledge. [More Information]
  • Maton, K. (2016). Starting points: Resources and architectural glossary. In Karl Maton, Susan Hood and Suellen Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory, (pp. 233-243). Abingdon: Routledge. [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. [More Information]
  • 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. [More Information]
  • 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. [More Information]
  • 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. [More Information]
  • 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. [More Information]
  • 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. [More Information]
  • 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. [More Information]
  • 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. [More Information]
  • 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. (2017). Condensation: A translation device for revealing complexity of knowledge practices in discourse, part 2 - clausing and sequencing. Onomazein, SFL(1), 77-110. [More Information]
  • Maton, K., Doran, Y. (2017). Semantic density: A translation device for revealing complexity of knowledge practices in discourse, part 1-wording. Onomazein, Special Issue SFL(1), 46-76. [More Information]
  • Martin, J., Maton, K. (2017). Systemic functional linguistics and Legitimation Code Theory on education: Rethinking field and knowledge structure. Onomazein, SFL, 12-45. [More Information]
  • 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. [More Information]
  • 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. [More Information]
  • 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. (2017). Special Issue on Education and Knowledge. Onomazein, (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.

2017

  • Maton, K., Doran, Y. (2017). Condensation: A translation device for revealing complexity of knowledge practices in discourse, part 2 - clausing and sequencing. Onomazein, SFL(1), 77-110. [More Information]
  • Maton, K., Doran, Y. (2017). Semantic density: A translation device for revealing complexity of knowledge practices in discourse, part 1-wording. Onomazein, Special Issue SFL(1), 46-76. [More Information]
  • Maton, K. (2017). 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: Beijing Higher Education Press.
  • Martin, J., Maton, K., Quiroz, B. (2017). Special Issue on Education and Knowledge. Onomazein, (August).
  • Maton, K., Chen, R. (2017). 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: Beijing Higher Education Press.
  • Maton, K., Doran, Y. (2017). Systemic functional linguistics and code theory. The Routledge Handbook of Systemic Functional Linguistics, (pp. 605-618). London: Routledge. [More Information]
  • Martin, J., Maton, K. (2017). Systemic functional linguistics and Legitimation Code Theory on education: Rethinking field and knowledge structure. Onomazein, SFL, 12-45. [More Information]
  • Martin, J., Maton, K., Wang, P., Wang, Z. (2017). Understanding Academic Discourse: Systemic Functional Linguistics and Legitimation Code Theory (in press). Shanghai: Beijing Higher Education Press.

2016

  • Maton, K., Hood, S., Shay, S. (2016). Knowledge-building: Educational studies in Legitimation Code Theory. Abingdon: Routledge. [More Information]
  • Maton, K., Martin, J., Matruglio, E. (2016). LCT and systemic functional linguistics: Enacting complementary theories for explanatory power. In Karl Maton, Susan Hood and Suellen Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory, (pp. 93-113). Abingdon: Routledge. [More Information]
  • Maton, K., Howard, S. (2016). LCT in mixed-methods research: Evolving an instrument for quantitative data. In Karl Maton, Susan Hood and Suellen Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory, (pp. 49-71). Abingdon: Routledge. [More Information]
  • 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 and Suellen Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory, (pp. 72-92). Abingdon: Routledge. [More Information]
  • Maton, K., Tsai-Hung Chen, R. (2016). LCT in qualitative research: Creating a translation device for studying constructivist pedagogy. In Karl Maton, Susan Hood and Suellen Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory, (pp. 27-48). Abingdon: Routledge. [More Information]
  • Maton, K. (2016). Legitimation Code Theory: Building knowledge about knowledge-building. In Karl Maton, Susan Hood and Suellen Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory, (pp. 1-23). Abingdon: Routledge. [More Information]
  • Van Krieken, R., Habibis, D., Smith, P., Hutchins, B., Martin, G., Maton, K. (2016). Sociology: 6th edition. Sydney: Pearson Education.
  • Maton, K. (2016). Starting points: Resources and architectural glossary. In Karl Maton, Susan Hood and Suellen Shay (Eds.), Knowledge-building: Educational studies in Legitimation Code Theory, (pp. 233-243). Abingdon: Routledge. [More Information]

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. [More Information]

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. [More Information]
  • Maton, K. (2014). Knowledge and Knowers: Towards a realist sociology of education. London: Routledge. [More Information]
  • 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. [More Information]
  • 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. [More Information]
  • 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. [More Information]
  • 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. [More Information]
  • 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. [More Information]
  • 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. [More Information]
  • 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. [More Information]
  • 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. [More Information]
  • 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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