- Knowledge-Building : Educational Studies in Legitimation Code Theory (2015, Hardcover) read book DJV, MOBI, TXT
9780415692335 English 0415692334 Education and knowledge have never been more important to society, yet research is segmented by approach, methodology or topic. Legitimation Code Theory or 'LCT' extends and integrates insights from Pierre Bourdieu and Basil Bernstein to offer a framework for research and practice that overcomes segmentalism. This book shows how LCT can be used to build knowledge about education and society. Comprising original papers by an international and multidisciplinary group of scholars, Knowledge-building offers the first primer in this fast-growing approach. Through case studies of major research projects, Part I provides practical insights into how LCT can be used to build knowledge by: - enabling dialogue between theory and data in qualitative research - bringing together quantitative and qualitative methodologies in mixed-methods research - relating theory and practice in praxis - conducting interdisciplinary studies with systemic functional linguistics Part II offers a series of studies of pressing issues facing knowledge-building in education and beyond, encompassing: - diverse subject areas, including physics, English, cultural studies, music, and design - educational sites: schooling, vocational education, and higher education - practices of research, curriculum, pedagogy and assessment - both education and informal learning contexts, such as museums and masonic lodges Carefully sequenced and interrelated, these chapters form a coherent collection that gives a unique insight into one of the most thought-provoking and innovative ways of building knowledge about knowledge-building in education and society to have emerged this century. This book is essential reading for all serious students and scholars of education, sociology and linguistics., Education and knowledge have never been more important, economically, culturally and socially. We are said to live, learn and earn in 'knowledge societies' that require 'lifelong learning'. Yet research into education is segmented by discipline, theoretical approach, methodology, and topic area, and knowledge itself is absent from accounts of contemporary social and educational change. This volume shows how Legitimation Code Theory or 'LCT' places knowledge at the heart of analysis of education in ways that overcome segmentation to enable the cumulative building of knowledge. It provides both a manual in knowledge-building in research and practice, and a series of studies of knowledge-building in education and beyond. LCT is a practical theory that builds on the work of Pierre Bourdieu, Basil Bernstein, critical realism, and systemic functional linguistics. LCT offers a framework for research and practice that is increasingly influential in the sociology of education, educational studies and linguistics. This collection of original papers by an international and multidisciplinary group of scholars provides the first primer in this fast-growing approach. Part 1 of the book shows how LCT enables knowledge-building by enabling different approaches, methodologies and practices to be brought together. Part 2 illustrates the practical value of the approach by addressing pressing problems facing contemporary education in building knowledge across boundaries and contexts. Knowledge-building encompasses a wide range of subject areas (including history, English, physics, journalism, nursing) and educational sites (school and university), as well as informal learning contexts (masonic lodges and museums). Carefully selected, sequenced and interrelated, these wide-ranging chapters form a coherent and original collection and give a unique insight into one of the most thought-provoking and innovative ways of building knowledge about knowledge-building in education and society to have emerged this century. This book is essential reading for all serious students and scholars of education, sociology, and linguistics., This volume of essays presents a compelling and comprehensive analysis of the intriguing issue of the gift of the land of Israel and the fate of the Canaanites as presented in diverse biblical sources. Jewish thought has long grappled with the moral and theological implications and challenges of this issue. Innovative interpretive strategies and philosophical reflections were offered, modified, and sometimes rejected over the centuries. Leading contemporary scholars follow these threads of interpretation offered by Jewish thinkersfrom antiquity to modern times., We are said to live and learn in 'knowledge societies' that require 'lifelong learning', but knowledge itself is absent from many accounts of contemporary social and educational change. This key volume illustrates an approach that places knowledge at the heart of analysis: Legitimation Code Theory. Building on the work of Basil Bernstein, Pierre Bourdieu, systemic functional linguistics and critical realism, Legitimation Code Theory is a social realist approach that is increasingly influential in the sociology of education, educational studies and linguistics. This selection of original papers by an international and multi-disciplinary group of scholars provides the first book-length illustration of the value of this fast-growing approach. It represents a genuinely collaborative endeavour that aims to build knowledge about knowledge, both within and beyond formal education. Part I of the book shows how Legitimation Code Theory enables knowledge-building in research by enabling different approaches, methodologies and practices to be brought together. Drawing on current empirical studies, chapters show how the theory can be used in quantitative research, in qualitative research, in interdisciplinary research with systemic functional linguists, and in praxis to create e-learning environments. Part II shows the practical value of the approach by addressing pressing problems facing contemporary education in building knowledge across boundaries and contexts. Chapters discuss current research into: segmented learning, where students struggle to transfer their knowledge to future contexts of learning or work; the crisis in physics teaching; the damaging effects of constructivist pedagogy on international students; academic literacies; the crisis in school Music; transformations of university curriculum; bridging the theory-practice divide; bringing professions into higher education; and relations between formal and informal learning. The book encompasses a wide range of subject areas (including history, English, physics, journalism, nursing) and educational sites (school and university), as well as informal learning contexts (masonic lodges and museums). Carefully selected, sequenced and interrelated, these wide-ranging chapters form a coherent and original collection and give a unique insight into one of the most thought-provoking and innovative ways of understanding the role of knowledge in education and society to have emerged in recent years.
9780415692335 English 0415692334 Education and knowledge have never been more important to society, yet research is segmented by approach, methodology or topic. Legitimation Code Theory or 'LCT' extends and integrates insights from Pierre Bourdieu and Basil Bernstein to offer a framework for research and practice that overcomes segmentalism. This book shows how LCT can be used to build knowledge about education and society. Comprising original papers by an international and multidisciplinary group of scholars, Knowledge-building offers the first primer in this fast-growing approach. Through case studies of major research projects, Part I provides practical insights into how LCT can be used to build knowledge by: - enabling dialogue between theory and data in qualitative research - bringing together quantitative and qualitative methodologies in mixed-methods research - relating theory and practice in praxis - conducting interdisciplinary studies with systemic functional linguistics Part II offers a series of studies of pressing issues facing knowledge-building in education and beyond, encompassing: - diverse subject areas, including physics, English, cultural studies, music, and design - educational sites: schooling, vocational education, and higher education - practices of research, curriculum, pedagogy and assessment - both education and informal learning contexts, such as museums and masonic lodges Carefully sequenced and interrelated, these chapters form a coherent collection that gives a unique insight into one of the most thought-provoking and innovative ways of building knowledge about knowledge-building in education and society to have emerged this century. This book is essential reading for all serious students and scholars of education, sociology and linguistics., Education and knowledge have never been more important, economically, culturally and socially. We are said to live, learn and earn in 'knowledge societies' that require 'lifelong learning'. Yet research into education is segmented by discipline, theoretical approach, methodology, and topic area, and knowledge itself is absent from accounts of contemporary social and educational change. This volume shows how Legitimation Code Theory or 'LCT' places knowledge at the heart of analysis of education in ways that overcome segmentation to enable the cumulative building of knowledge. It provides both a manual in knowledge-building in research and practice, and a series of studies of knowledge-building in education and beyond. LCT is a practical theory that builds on the work of Pierre Bourdieu, Basil Bernstein, critical realism, and systemic functional linguistics. LCT offers a framework for research and practice that is increasingly influential in the sociology of education, educational studies and linguistics. This collection of original papers by an international and multidisciplinary group of scholars provides the first primer in this fast-growing approach. Part 1 of the book shows how LCT enables knowledge-building by enabling different approaches, methodologies and practices to be brought together. Part 2 illustrates the practical value of the approach by addressing pressing problems facing contemporary education in building knowledge across boundaries and contexts. Knowledge-building encompasses a wide range of subject areas (including history, English, physics, journalism, nursing) and educational sites (school and university), as well as informal learning contexts (masonic lodges and museums). Carefully selected, sequenced and interrelated, these wide-ranging chapters form a coherent and original collection and give a unique insight into one of the most thought-provoking and innovative ways of building knowledge about knowledge-building in education and society to have emerged this century. This book is essential reading for all serious students and scholars of education, sociology, and linguistics., This volume of essays presents a compelling and comprehensive analysis of the intriguing issue of the gift of the land of Israel and the fate of the Canaanites as presented in diverse biblical sources. Jewish thought has long grappled with the moral and theological implications and challenges of this issue. Innovative interpretive strategies and philosophical reflections were offered, modified, and sometimes rejected over the centuries. Leading contemporary scholars follow these threads of interpretation offered by Jewish thinkersfrom antiquity to modern times., We are said to live and learn in 'knowledge societies' that require 'lifelong learning', but knowledge itself is absent from many accounts of contemporary social and educational change. This key volume illustrates an approach that places knowledge at the heart of analysis: Legitimation Code Theory. Building on the work of Basil Bernstein, Pierre Bourdieu, systemic functional linguistics and critical realism, Legitimation Code Theory is a social realist approach that is increasingly influential in the sociology of education, educational studies and linguistics. This selection of original papers by an international and multi-disciplinary group of scholars provides the first book-length illustration of the value of this fast-growing approach. It represents a genuinely collaborative endeavour that aims to build knowledge about knowledge, both within and beyond formal education. Part I of the book shows how Legitimation Code Theory enables knowledge-building in research by enabling different approaches, methodologies and practices to be brought together. Drawing on current empirical studies, chapters show how the theory can be used in quantitative research, in qualitative research, in interdisciplinary research with systemic functional linguists, and in praxis to create e-learning environments. Part II shows the practical value of the approach by addressing pressing problems facing contemporary education in building knowledge across boundaries and contexts. Chapters discuss current research into: segmented learning, where students struggle to transfer their knowledge to future contexts of learning or work; the crisis in physics teaching; the damaging effects of constructivist pedagogy on international students; academic literacies; the crisis in school Music; transformations of university curriculum; bridging the theory-practice divide; bringing professions into higher education; and relations between formal and informal learning. The book encompasses a wide range of subject areas (including history, English, physics, journalism, nursing) and educational sites (school and university), as well as informal learning contexts (masonic lodges and museums). Carefully selected, sequenced and interrelated, these wide-ranging chapters form a coherent and original collection and give a unique insight into one of the most thought-provoking and innovative ways of understanding the role of knowledge in education and society to have emerged in recent years.