MATONTHE LINK TO EPISTEMOLOGICAL

ACCESS

RIA VOSLOO

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Knowledge can not be reduced to knowing

“knowledge practices are both emergent from and irreducible to their contexts of production –the forms taken by knowledge practices in turn

shape those events”

Maton, K. (2014). Knowledge & knowers: towards a realist sociology of education. Routledge.

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Legitimation Code Theory (LCT) provides a conceptual toolkit and framework to analyse and describe

knowledge and knowledge practices.

Dimensions and codes

Autonomy (positional or relational PA ,RA)

Density (Material Density MaD, Moral Density MoD)

Specialisation (Epistemic relations ER, Social Relations SR)

Semantics (Semantic Gravity SG, Semantic density SD)

Temporality (Temporal position TP, Temporal orientation TO)

LCT

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Specialization Codes

Focus of knowledge claims (content) andBasis of knowledge claims (form-SC)

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Specialization CodesPos

sess

ion

of s

pecif

ic

know

ledge

is th

e

base

for l

egitim

acy

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Specialization Codes

The attributes of actors are emphasized as base of achievement Born Cultivated Social

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Specialization Codes

Anything goes

Legitimacy based on both having the

knowledge and being the right knower

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Humanistic Culture Knowledge – horizontal

Knower structure is hierarchical

Scientific Culture Knowledge – hierarchical

Knower structure is horizontal

Knowledge Knower Structure

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Knower structures – legitimacy implies that each ideal knower has a privileged Gaze

Knower Building

Weaker Knower grammars (SR-)

Stronger Knower grammars (SR +)

Train

ed G

aze

Social

Gaz

e

Born

Gaze

Cultiva

ted

Gaze

Cultivating a gaze

Cul

tivat

ion

Expanding range of dispositions

But a

cul

tivat

ed g

aze

is

socia

lly b

ased

!!

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Moving into Higher degrees

What controls access?

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Intellectualised

Epistemic Pedagogic device

Pedagogised

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Regulate the de-location , refocusing

and relocation of antecedent

knowledge to become “new

knowledge

Logics

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Logics

Regulate the de-location ,

pedagogising and relocation of knowledge to

become pedagogic discourse

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Logics

Regulate the teaching and learning of

pedagogic discourse in pedagogic practice

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Regulate the de-location , refocusing

and relocation of antecedent

knowledge to become “new

knowledge

Logics

Regulate the de-location ,

pedagogising and relocation of knowledge to

become pedagogic discourse

Regulate the teaching and learning of

pedagogic discourse in pedagogic practice

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Distributive Logic

Regulate access to transcendental meanings

“who” enjoys access to which “what”

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Knowledge

The struggle over Control

Power

Relationships

WHO

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How is the knowledge that will enable a change in social, cultural and economic capital made

accessible?

And

Is the appropriate knowledge that will lead to convertible capital being made accessible?

The struggle for control over the EPD include actors from beyond arena to ensure their social

dominance” (Maton, 2013, p.53)

So – If one consider forms of capital

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Socially just Pedagogy-“who” enjoys access to which “what”

Discussion

WHO