Foundations

Legitimation Code Theory: Foundations

LCT builds on past knowledge. It integrates insights from the approaches of Pierre Bourdieu, Basil Bernstein, critical realist philosophy and Karl Popper, among others. These papers are ones addressing some of these foundations.

SOCIAL REALISM

Maton, K. & Moore, R. (2010) Coalitions of the mind, in Maton, K. & Moore, R. (Eds.) Social Realism, Knowledge and the Sociology of Education: Coalitions of the mind. London, Continuum, 1-13.

This is an introduction to a collection of key papers in the broad set of approaches known as ‘social realism’. It provides the basic background to social realism, its implications for education and social justice, and a brief history of the emergence of this fresh approach to knowledge. The collection, edited by Maton and Moore, includes chapters by: Maton (a revised version of 'Languages of legitimation' and an expanded version of 'Invisible tribunals' - see Theory page); Moore & Young; Moore & Muller; Beck; Wheelahan; Young & Muller; and Moore.
"This book makes a persuasive case for reinstating knowledge at the heart of our field." (Professor Geoff Whitty, Director, Institute of Education).
Social realism "now must count as the most powerful critique of relativism and social constructionism in the field: its arguments cannot be ignored" (Professor Hugh Lauder, University of Bath).
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DEVELOPING BOURDIEU

Maton, K. (1999) Extra curricular activity required: Pierre Bourdieu and the sociology of educational knowledge, in Grenfell, M. & Kelly, M. (Eds.) Pierre Bourdieu: Language, culture and education. Bern, Peter Lang, 197-210.

An early paper that is the first appearance in print of the epistemic / social relation distinction.

Maton, K. (2003) Reflexivity, relationism and research: Pierre Bourdieu and the epistemic conditions of social scientific knowledge, Space & Culture, 6(1): 52-65.

Pierre Bourdieu's 'epistemic reflexivity' is the corner-stone of his intellectual enterprise, underpinning his claims to provide distinctive and scientific knowledge of the social world. This paper considers what this notion offers for research and how it needs to be developed further to underpin progress in social science. First, it argues that many reflexive research practices are sociological, individualistic and narcissistic and contrast this to Bourdieu's conception of epistemic reflexivity as epistemological, collective and objective. It then illustrates how, despite his intentions, this conception when enacted tends towards the very pitfalls it is intended to avoid. Building on a developing conceptualisation of the relations of knowledge, this problem is shown to be intrinsic to Bourdieu's framework, which bypasses the significance of knowledge structures and so provides the social but not the epistemological conditions for social scientific knowledge. The paper argues that Bourdieu's reflexivity objectifies objectification but needs development to help achieve objective knowledge. The paper concludes by introducing the notion of 'epistemic capital' as a first step towards developing a properly epistemic reflexivity and so realising the potential of Bourdieu's enterprise.

Maton, K. (2003) Eternizando o arbitrário: O legado profano de Pierre Bourdieu, Educação, Sociedade & Culturas, 19: 89-102.

Maton, K. (2005) The sacred and the profane: The arbitrary legacy of Pierre Bourdieu, European Journal of Cultural Studies, 8(1): 121-132.

Ostensibly a review of two books, the paper explores the notion of the 'arbitrary' in Bourdieu's framework, highlighting its value and its limitations and drawing out how Bernstein's approach can help develop that of Bourdieu.

Maton, K. (2005) A question of autonomy: Bourdieu's field approach and policy in higher education, Journal of Education Policy 20(6): 687-704.

See 'Theory' page of this site.

Maton, K. (2008) Habitus, in Grenfell, M. (Ed) Pierre Bourdieu: Key concepts. London, Acumen.

A simple introduction to the concept of 'habitus'.

 

BERNSTEIN BACKGROUND

Maton, K. & Muller, J. (2007) A sociology for the transmission of knowledges, in Christie, F. & Martin, J. (Eds.) Language, Knowledge and Pedagogy: Functional linguistic and sociological perspectives. London, Continuum, 14-33.

An introduction to the development of Bernstein's theoretical framework that focuses on the notions of 'codes', the pedagogic device and 'knowledge structures'.

Christie, F., Martin, J., Maton, K. & Muller, J. (2007) Taking stock: Future directions in research in knowledge structure, in Christie, F. & Martin, J. (Ed.) Language, Knowledge and Pedagogy: Functional linguistic and sociological perspectives. London, Continuum, 237-258.

This volume came out of a conference in Dec 2004 that brought together systemic functional linguists and code sociologists around the issue of knowledge structures. This chapter brings together two of each group (Fran Christie, Jim Martin, Joe Muller and Karl Maton) for a discussion of ideas and issues arising from the conference.

 

CRITICAL REALISM AND EDUCATION

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. & Shipway, B. (2007) Studies of education, in Hartwig, M. (Ed.) Dictionary of Critical Realism. London, Routledge, 442-443.

Maton, K. (2003) Review of Robert Willmott, Education Policy and Realist Social Theory, Sociological Review, 51(4): 569-72.

Maton, K. (2001) Review of Andrew Sayer, Realism & Social Science, Sociological Review 49(1), Feb, 149-152.

Maton, K. (2001) The real and critical need of educational research for critical realism, Journal of Critical Realism, May, 56-59
 

THEORY AND EDUCATION

Maton, K. (2006) Why theory? It's not rocket surgery!, Australian Association for Research in Education News 56, October: 11.

Maton, K. (2003) What's the philosophy of education?, History Teaching

Maton, K. (2004) Cultural fastfood with the Frankfurt School, Three-D: UK Media, Communication & Cultural Studies Association, 1: 15.

Maton, K. (2003) Reflecting on reflexivity, Three-D: UK Media, Communication & Cultural Studies Association, 2: 13.

Maton, K. (2003) Talking paradigms, Three-D: UK Media, Communication & Cultural Studies Association, 1: 6.
 

MISCELLANEOUS

Maton, K. (forthcoming) Last night we dreamt that somebody loved us: Smiths fans and me in the late 1980s, in Campbell, S. & Coulter, C. (Eds.) Why Pamper Life's Complexities? Essays on The Smiths. Manchester, Manchester University Press.