Exploring the nature of disciplinary teaching and learning using Legitimation Code Theory Semantics

References

• Archer, M. 1996. Culture and Agency: The Place of Culture in Social Theory. Cambridge: Cambridge University Press.
   Google Scholar
• Baeten, M., E. Kyndt, K. Struyven, and F. Dochy. 2010. “Using Student-Centred Learning Environments to Stimulate Deep Approaches to Learning: Factors Encouraging or Discouraging Their Effectiveness.” Educational Research Review 5 (3): 243–260. doi: 10.1016/j.edurev.2010.06.001
   Web of Science ®Google Scholar
• Bozalek, V., D. Ng'ambi, D. Wood, J. Herrington, J. Hardman, and A. Amory, eds. 2015. Activity Theory, Authentic Learning and Emerging Technologies: Towards a Transformative Higher Education Pedagogy. New York: Routledge.
   Google Scholar
• Case, J. M. 2013. Researching Student Learning in Higher Education. A Social Realist Approach. London: Routledge.
   Google Scholar
• CHE. 2015. “Symposium on Enhancing Academics as Teachers.” Council on Higher Education. Accessed June 12. http://che.ac.za/media_and_publications/che-events-presentations/symposium-enhancing-academics-teachers-3-june-2015.
   Google Scholar
• Clarence, S. 2014. “ Enabling Cumulative Knowledge-Building through Teaching. A Legitimation Code Theory Analysis of Pedagogic Practice in Law and Political Science.” Unpublished PhD diss., Rhodes University, Grahamstown.
   Google Scholar
• Dall'Alba, G., and R. Barnacle. 2007. “An Ontological Turn for Higher Education.” Studies in Higher Education 32 (6): 679–691. doi: 10.1080/03075070701685130
   Web of Science ®Google Scholar
• DHET. 2013. White Paper for Post-School Education and Training. Building and Expanded, Effective and Integrated Post-School System. Pretoria: Department of Higher Education and Training.
   Google Scholar
• Goodin, R. E., and H-D. Klingemann, eds. 1996. A New Handbook of Political Science. Oxford: Oxford University Press.
   Google Scholar
• Haggis, T. 2009. “What Have We Been Thinking of? A Critical Overview of 40 Years of Student Learning Research in Higher Education.” Studies in Higher Education 34 (4): 377–390. doi: 10.1080/03075070902771903
   Web of Science ®Google Scholar
• Jacobs, C. 2007. “Towards a Critical Understanding of the Teaching of Discipline-Specific Academic Literacies: Making the Tacit Explicit.” Journal of Education 41: 1–24.
   Google Scholar
• Kotzee, B. 2010. “Seven Posers in the Constructivist Classroom.” London Review of Education 8 (2): 177–187. doi: 10.1080/14748460.2010.487340
   Google Scholar
• Manathunga, C. 2006. “Doing Educational Development Ambivalently: Applying Post-Colonial Metaphors to Educational Development?” International Journal for Academic Development 11 (1): 19–29. doi: 10.1080/13601440600578771
   Google Scholar
• Manathunga, C. 2011. “The Field of Educational Development: Histories and Critical Questions.” Studies in Continuing Education 33 (3): 347–362. doi: 10.1080/0158037X.2011.613375
   Web of Science ®Google Scholar
• Maton, K. 2007. “Knowledge-Knower Structures in Intellectual and Educational Fields.” In Language, Knowledge and Pedagogy: Functional Linguistic and Sociological Perspectives, edited by F. Christie, and J. R. Martin, 87–108. London: Continuum.
   Google Scholar
• Maton, K. 2014. Knowledge and Knowers: Towards a Realist Sociology of Education. London: Routledge.
   Google Scholar
• McLean, M., A. Abbas, and P. Ashwin. 2013. “University Knowledge, Human Development and Pedagogic Rights.” In Human Development and Capabilities: Reimagining the University of the Twenty-First Century, edited by A. Boni and M. Walker, 30–43. London: Routledge.
   Google Scholar
• Quinn, L. 2003. “A Theoretical Framework for Professional Development in a South African University.” International Journal for Academic Development 8 (1–2): 61–75. doi: 10.1080/1360144042000277946
   Google Scholar
• Quinn, L., ed. 2012. Re-Imagining Academic Staff Development. Spaces for disruption. Stellenbosch: SUN Press.
   Google Scholar
• Szenes, E., N. Tilakaratna, and K. Maton. 2015. “The Knowledge Practices of ‘Critical Thinking’.” In The Palgrave Handbook of Critical Thinking in Higher Education, edited by M. Davies, and R. Barnett, 573–592. London: Palgrave Macmillan.
   Google Scholar