View our collaborative reading & listening list below
This reference list has been collated by TiP convenors and community members to date. The list continues to develop as we add relevant literature. To suggest a reading and/or listening, please click the 'contribute' button below.
Bernstein, B. (2000). Pedagogy, Symbolic Control and Identity: Theory, Research and Critique. Maryland: Rowman and Littlefield.
Bhaskar, R. (2006). Metatheory, interdisciplinarity and disability research: A critical realist perspective. Scandinavian Journal of Disability Research, 8(4), 278-297.
Budig, K., Diez, J., Conde, P., Sastre, M., Hernan, M. and Franco, M. (2018). Photovoice and empowerment: evaluating the transformative potential of a participatory action research project. BMC Public Health, 18:432, 1-9.
Clarence, S. (2021). Turning access into success: Improving university education with Legitimation Code Theory. Routledge.
Coffin, C. and Donohue, J.P. (2012). Academic Literacies and systemic functional linguistics: How do they relate? Journal of English for Academic Purposes. 11, 64-75.
Cowley-Haselden, S. (2020b). Using learner diaries to explore learner relations to knowledge on an English for General Purposes pre-sessional. Journal of Academic Language & Learning. 14(1), pp.15-29.
Cowley-Haselden, S. and Monbec, L. (2019). Emancipating ourselves from mental slavery: Affording knowledge in our practice. BALEAP 2017 Conference Proceedings. Garnet.
Ding, A. and Evans, M. (Eds) (2022). Social theory for English for Academic Purposes. Bloomsbury.
Doran, Y.J. (2020). Seeing values: Axiology and affording attitude in Australia’s ‘Invasion’. In: J.R. Martin, K. Maton & Y.J. Doran (eds.), Accessing Academic Discourse: Systemic Functional Linguistics and Legitimation Code Theory. Routledge.
Ellsworth, E. (1989). Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59:3, 297-324.
Flint, A. S., and Jaggers, W. (2021). You matter here: The impact of asset-based pedagogies on learning. Theory Into Practice, 60(3), 254–264. https://www.tandfonline.com/doi/full/10.1080/00405841.2021.1911483
Fung, D. (2017a). A Connected Curriculum for Higher Education. UCL Press.
Halliday, M.A.K. (1978). Language as social semiotic: The social interpretation of language and meaning. University Park Press
Halliday, M.A.K. (1993). Towards a language-based theory of learning. Linguistics and Education., 5(2). 93-116.
Hasan, R. (2005b). Semiotic mediation and three exotropic theories: Vygotsky, Halliday and Bernstein. In J. Webster (Ed.), Language, society and consciousness: The collected works of Raqaiya Hasan (Vol. 1). Equinox.
Hazenberg, R. and Paterson-Young, C. (eds) (2022), Social impact measurement for a sustainable future: The power of aesthetics and practical implications. Palgrave Macmillan.
Kirk, S. (2018). Enacting the Curriculum in English for Academic Purposes: A Legitimation Code Theory Analysis. EdD thesis. Durham University.
Lea, M.R. and Street, B.V. (2006). The “Academic Literacies” model: Theory and applications. Theory into Practice, 45, 368-377.
Legitimation Code Theory (LCT) (2020). Introducing LCT. Legitimation Code Theory (LCT) [online]. Available from: https://legitimationcodetheory.com [15/01/2022].
Lilliedahl, J. (2015). The recontextualisation of knowledge: towards a social realist approach to curriculum and didactics. Nordic Journal of Studies in Educational Policy,1, 27008.
Luckett, K. and Shay, S. (2017). Reframing the curriculum: a transformative approach. Critical Studies in Education, 1-16.
Machin, D. and Mayr, A. (2012). How to do Critical Discourse Analysis. SAGE.Martin, J.R., Maton, K. and Doran, Y.J. (eds.) (2020). Accessing Academic Discourse: Systemic Functional Linguistics and Legitimation Code Theory. Routledge.
Martin, J.R. and White, P.R.R. (2005). The Language of Evaluation: Appraisal in English. Palgrave Macmillan.
Masehela, L. M. (2020). Developing critical citizens by changing the higher education curriculum. In: J. McArthur and P. Ashwin (eds.), Locating Social Justice in Higher Education Research, 169-181. Bloomsbury
Maton, K. (2014). Knowledge and knowers: Towards a realist sociology of education. Routledge.
Maton, K., Hood, S., & Shay, S. (Eds.) (2016). Knowledge-building: Educational studies in Legitimation Code Theory. Routledge.
Maton, K. and Moore, R. (Eds.) (2010). Social realism, knowledge and the sociology of education: Coalitions of the mind. Continuum.
McArthur, J. (2018). Assessment for Social Justice: Perspectives and Practices within Higher Education. Bloomsbury.
Molinari, J. (2022). What makes writing academic: Rethinking theory for practice. Bloomsbury.
Monbec, L. (2018). Designing an EAP curriculum for transfer: A focus on knowledge. Journal of Academic Language & Learning, 12(2), 88-101.
National University (n.d.). Learning theories: Theories of learning in education. [blog]. Available from: https://www.nu.edu/blog/theories-of-learning/
Shay, S. and Peseta, T.L. (Eds). (2018). Curriculum as Contestation. Abingdon: Routledge.
Shrestha, P. N. (2020). Dynamic Assessment of Students’ Academic Writing: Vygotskian and Systemic Functional Linguistic Perspectives. Springer.
Trowler, P. (2019). Accomplishing change in teaching and learning regimes: Higher Education and the Practice Sensibility. Oxford Academic.
Vorster, J. (2020). Academic development: Autonomy pathways towards gaining legitimacy. In: C. Winberg, S. McKenna & K. Wilmot (eds.), Building Knowledge in Higher Education: Enhancing teaching and Learning with Legitimation Code Theory. Routledge.
Walsh Marr, J. (2019). Making the Mechanics of Paraphrasing more Explicit through Grammatical Metaphor. Journal of English for Academic Purposes, 100783. [for podcast based on this paper, visit https://vantagecollege.ubc.ca/podcast]
Wang C. & Burris M.A. (1997). Photovoice: concept, methodology, and use for participatory needs assessment. Health, Education & Behaviour,24, 369–387.
Winberg, C., McKenna, S. and Wilmot, K. (eds.) (2020). Building Knowledge in Higher Education: Enhancing Teaching and Learning with Legitimation Code Theory. Routledge.
Wheelan, L. (2010). Why knowledge matters in curriculum. Routledge.
Wong, B. (2024). Exploring the spatial belonging of students in higher education. Studies in Higher Education, 49:3, 546-558, https://www.tandfonline.com/doi/full/10.1080/03075079.2023.2243285
Bhaskar, R. (2006). Metatheory, interdisciplinarity and disability research: A critical realist perspective. Scandinavian Journal of Disability Research, 8(4), 278-297.
Budig, K., Diez, J., Conde, P., Sastre, M., Hernan, M. and Franco, M. (2018). Photovoice and empowerment: evaluating the transformative potential of a participatory action research project. BMC Public Health, 18:432, 1-9.
Clarence, S. (2021). Turning access into success: Improving university education with Legitimation Code Theory. Routledge.
Coffin, C. and Donohue, J.P. (2012). Academic Literacies and systemic functional linguistics: How do they relate? Journal of English for Academic Purposes. 11, 64-75.
Cowley-Haselden, S. (2020b). Using learner diaries to explore learner relations to knowledge on an English for General Purposes pre-sessional. Journal of Academic Language & Learning. 14(1), pp.15-29.
Cowley-Haselden, S. and Monbec, L. (2019). Emancipating ourselves from mental slavery: Affording knowledge in our practice. BALEAP 2017 Conference Proceedings. Garnet.
Ding, A. and Evans, M. (Eds) (2022). Social theory for English for Academic Purposes. Bloomsbury.
Doran, Y.J. (2020). Seeing values: Axiology and affording attitude in Australia’s ‘Invasion’. In: J.R. Martin, K. Maton & Y.J. Doran (eds.), Accessing Academic Discourse: Systemic Functional Linguistics and Legitimation Code Theory. Routledge.
Ellsworth, E. (1989). Why doesn't this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59:3, 297-324.
Flint, A. S., and Jaggers, W. (2021). You matter here: The impact of asset-based pedagogies on learning. Theory Into Practice, 60(3), 254–264. https://www.tandfonline.com/doi/full/10.1080/00405841.2021.1911483
Fung, D. (2017a). A Connected Curriculum for Higher Education. UCL Press.
Halliday, M.A.K. (1978). Language as social semiotic: The social interpretation of language and meaning. University Park Press
Halliday, M.A.K. (1993). Towards a language-based theory of learning. Linguistics and Education., 5(2). 93-116.
Hasan, R. (2005b). Semiotic mediation and three exotropic theories: Vygotsky, Halliday and Bernstein. In J. Webster (Ed.), Language, society and consciousness: The collected works of Raqaiya Hasan (Vol. 1). Equinox.
Hazenberg, R. and Paterson-Young, C. (eds) (2022), Social impact measurement for a sustainable future: The power of aesthetics and practical implications. Palgrave Macmillan.
Kirk, S. (2018). Enacting the Curriculum in English for Academic Purposes: A Legitimation Code Theory Analysis. EdD thesis. Durham University.
Lea, M.R. and Street, B.V. (2006). The “Academic Literacies” model: Theory and applications. Theory into Practice, 45, 368-377.
Legitimation Code Theory (LCT) (2020). Introducing LCT. Legitimation Code Theory (LCT) [online]. Available from: https://legitimationcodetheory.com [15/01/2022].
Lilliedahl, J. (2015). The recontextualisation of knowledge: towards a social realist approach to curriculum and didactics. Nordic Journal of Studies in Educational Policy,1, 27008.
Luckett, K. and Shay, S. (2017). Reframing the curriculum: a transformative approach. Critical Studies in Education, 1-16.
Machin, D. and Mayr, A. (2012). How to do Critical Discourse Analysis. SAGE.Martin, J.R., Maton, K. and Doran, Y.J. (eds.) (2020). Accessing Academic Discourse: Systemic Functional Linguistics and Legitimation Code Theory. Routledge.
Martin, J.R. and White, P.R.R. (2005). The Language of Evaluation: Appraisal in English. Palgrave Macmillan.
Masehela, L. M. (2020). Developing critical citizens by changing the higher education curriculum. In: J. McArthur and P. Ashwin (eds.), Locating Social Justice in Higher Education Research, 169-181. Bloomsbury
Maton, K. (2014). Knowledge and knowers: Towards a realist sociology of education. Routledge.
Maton, K., Hood, S., & Shay, S. (Eds.) (2016). Knowledge-building: Educational studies in Legitimation Code Theory. Routledge.
Maton, K. and Moore, R. (Eds.) (2010). Social realism, knowledge and the sociology of education: Coalitions of the mind. Continuum.
McArthur, J. (2018). Assessment for Social Justice: Perspectives and Practices within Higher Education. Bloomsbury.
Molinari, J. (2022). What makes writing academic: Rethinking theory for practice. Bloomsbury.
Monbec, L. (2018). Designing an EAP curriculum for transfer: A focus on knowledge. Journal of Academic Language & Learning, 12(2), 88-101.
National University (n.d.). Learning theories: Theories of learning in education. [blog]. Available from: https://www.nu.edu/blog/theories-of-learning/
Shay, S. and Peseta, T.L. (Eds). (2018). Curriculum as Contestation. Abingdon: Routledge.
Shrestha, P. N. (2020). Dynamic Assessment of Students’ Academic Writing: Vygotskian and Systemic Functional Linguistic Perspectives. Springer.
Trowler, P. (2019). Accomplishing change in teaching and learning regimes: Higher Education and the Practice Sensibility. Oxford Academic.
Vorster, J. (2020). Academic development: Autonomy pathways towards gaining legitimacy. In: C. Winberg, S. McKenna & K. Wilmot (eds.), Building Knowledge in Higher Education: Enhancing teaching and Learning with Legitimation Code Theory. Routledge.
Walsh Marr, J. (2019). Making the Mechanics of Paraphrasing more Explicit through Grammatical Metaphor. Journal of English for Academic Purposes, 100783. [for podcast based on this paper, visit https://vantagecollege.ubc.ca/podcast]
Wang C. & Burris M.A. (1997). Photovoice: concept, methodology, and use for participatory needs assessment. Health, Education & Behaviour,24, 369–387.
Winberg, C., McKenna, S. and Wilmot, K. (eds.) (2020). Building Knowledge in Higher Education: Enhancing Teaching and Learning with Legitimation Code Theory. Routledge.
Wheelan, L. (2010). Why knowledge matters in curriculum. Routledge.
Wong, B. (2024). Exploring the spatial belonging of students in higher education. Studies in Higher Education, 49:3, 546-558, https://www.tandfonline.com/doi/full/10.1080/03075079.2023.2243285
