LCT in qualitative research: creating a translation device for studying constructivist pedagogy
- Maton, Karl, Chen, Rainbow Tsai-Hung
- Authors: Maton, Karl , Chen, Rainbow Tsai-Hung
- Date: 2015
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66465 , vital:28952
- Description: publisher version , This chapter addresses how Legitimation Code Theory (LCT) can be used to overcome this divide in qualitative research. Specifically, we discuss how to develop an ‘external language of description’ or translation device between theory and data. We ground our discussion in the example of a major study that enacted the LCT concepts of specialization codes (Chapter 1, this volume) to explore how constructivist pedagogy shapes the educational experiences of students (Chen 2010). First, we elaborate on Bernstein’s notion of an ‘external language’ – its rationale, its role in research, and ways it has been interpreted – to clarify the nature of a ‘translation device’. Second, we introduce the study we use to exemplify how such a device can be evolved. Third, we analyse the evolving process of that study. There are few published examples of ‘external languages’; there is even less public discussion of how they can be developed. Publications typically reveal the products of research; here we reveal the process as well as the product, to make explicit part of the craft of LCT (Chapter 1, this volume). We analyse the study as an unfolding narrative, focusing on how relations between theory and data were negotiated in the development of an external language of description. Last, we introduce the resulting translation device, discuss how it enables dialogue between theory and data, and consider the nature of the process more generally. We should emphasize that this chapter is intended to be neither a definitive guide nor a template for enacting LCT. More widely, it aims neither to normatively define how theory and data should be related nor to restrict diversity in how this can be achieved. As we discuss, there are several interpretations of ‘external languages’, and, as other chapters in this volume illustrate, there are many ways of using LCT and developing translation devices. Rather, by focusing in detail on one study we hope to shed some illustrative light on how the framework can be used in qualitative research to generate explanatory power through fostering dialogue between theory and data.
- Full Text: false
- Authors: Maton, Karl , Chen, Rainbow Tsai-Hung
- Date: 2015
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66465 , vital:28952
- Description: publisher version , This chapter addresses how Legitimation Code Theory (LCT) can be used to overcome this divide in qualitative research. Specifically, we discuss how to develop an ‘external language of description’ or translation device between theory and data. We ground our discussion in the example of a major study that enacted the LCT concepts of specialization codes (Chapter 1, this volume) to explore how constructivist pedagogy shapes the educational experiences of students (Chen 2010). First, we elaborate on Bernstein’s notion of an ‘external language’ – its rationale, its role in research, and ways it has been interpreted – to clarify the nature of a ‘translation device’. Second, we introduce the study we use to exemplify how such a device can be evolved. Third, we analyse the evolving process of that study. There are few published examples of ‘external languages’; there is even less public discussion of how they can be developed. Publications typically reveal the products of research; here we reveal the process as well as the product, to make explicit part of the craft of LCT (Chapter 1, this volume). We analyse the study as an unfolding narrative, focusing on how relations between theory and data were negotiated in the development of an external language of description. Last, we introduce the resulting translation device, discuss how it enables dialogue between theory and data, and consider the nature of the process more generally. We should emphasize that this chapter is intended to be neither a definitive guide nor a template for enacting LCT. More widely, it aims neither to normatively define how theory and data should be related nor to restrict diversity in how this can be achieved. As we discuss, there are several interpretations of ‘external languages’, and, as other chapters in this volume illustrate, there are many ways of using LCT and developing translation devices. Rather, by focusing in detail on one study we hope to shed some illustrative light on how the framework can be used in qualitative research to generate explanatory power through fostering dialogue between theory and data.
- Full Text: false
Legitimation code: building knowledge about knowledge-building
- Authors: Maton, Karl
- Date: 2015
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66444 , vital:28950
- Description: publisher version , 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.
- Full Text: false
- Authors: Maton, Karl
- Date: 2015
- Language: English
- Type: text , book
- Identifier: http://hdl.handle.net/10962/66444 , vital:28950
- Description: publisher version , 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.
- Full Text: false
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