Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.
MATON
THE LINK TO EPISTEMOLOGICAL
ACCESS
RIA VOSLOO
2
Knowledge can not be reduced to knowing
“knowledge practices are both emergent from
and irreducible to their contexts of...
3
Legitimation Code Theory (LCT) provides a conceptual
toolkit and framework to analyse and describe
knowledge and knowled...
4
Specialization Codes
Focus of knowledge claims (content) and
Basis of knowledge claims (form-SC)
5
Specialization Codes
6
Specialization Codes
The attributes of
actors are emphasized
as base of
achievement
 Born
 Cultivated
 Social
7
Specialization Codes
Anything goes
Legitimacy based on
both having the
knowledge and being
the right knower
8
Humanistic Culture
 Knowledge – horizontal
 Knower structure is hierarchical
Scientific Culture
 Knowledge – hierarch...
9
Knower structures – legitimacy implies that
each ideal knower has a privileged Gaze
Knower Building
Weaker
Knower
gramma...
Cultivating a gaze
Cultivation
Expanding range of dispositions
11
Moving into Higher degrees
What
controls
access?
12
Intellectualised
Epistemic Pedagogic device
Pedagogised
13
Regulate the de-
location , refocusing
and relocation of
antecedent
knowledge to
become “new
knowledge
Logics
14
Logics
Regulate the de-
location ,
pedagogising and
relocation of
knowledge to
become pedagogic
discourse
15
Logics
Regulate the
teaching and learning
of pedagogic
discourse in
pedagogic practice
16
Regulate the de-
location , refocusing
and relocation of
antecedent
knowledge to
become “new
knowledge
Logics
Regulate ...
17
Distributive Logic
Regulate access to transcendental meanings
“who” enjoys access to which “what”
18
Knowledge
The struggle over Control
Power
Relationships
WHO
19
How is the knowledge that will enable a change in
social, cultural and economic capital made
accessible?
And
Is the app...
20
Socially just Pedagogy-“who” enjoys
access to which “what”
Discussion
WHO
You’ve finished this document.
Download and read it offline.
Upcoming SlideShare
Engaging Indian Youth: A Social Me Approach
Next
Upcoming SlideShare
Engaging Indian Youth: A Social Me Approach
Next
Download to read offline and view in fullscreen.

Share

Presentation on the work of Karl Maton, epistemological access and social justice

Download to read offline

At the first seminar of the SOTL @ UJ - towards a socially just pedagogy project, Ria Vosloo made a presentation on knowledge and epistemological access, and the implications thereof for social justice in higher education.

Related Audiobooks

Free with a 30 day trial from Scribd

See all

Presentation on the work of Karl Maton, epistemological access and social justice

  1. 1. MATON THE LINK TO EPISTEMOLOGICAL ACCESS RIA VOSLOO
  2. 2. 2 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.
  3. 3. 3 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
  4. 4. 4 Specialization Codes Focus of knowledge claims (content) and Basis of knowledge claims (form-SC)
  5. 5. 5 Specialization Codes
  6. 6. 6 Specialization Codes The attributes of actors are emphasized as base of achievement  Born  Cultivated  Social
  7. 7. 7 Specialization Codes Anything goes Legitimacy based on both having the knowledge and being the right knower
  8. 8. 8 Humanistic Culture  Knowledge – horizontal  Knower structure is hierarchical Scientific Culture  Knowledge – hierarchical  Knower structure is horizontal Knowledge Knower Structure
  9. 9. 9 Knower structures – legitimacy implies that each ideal knower has a privileged Gaze Knower Building Weaker Knower grammars (SR-) Stronger Knower grammars (SR +)
  10. 10. Cultivating a gaze Cultivation Expanding range of dispositions
  11. 11. 11 Moving into Higher degrees What controls access?
  12. 12. 12 Intellectualised Epistemic Pedagogic device Pedagogised
  13. 13. 13 Regulate the de- location , refocusing and relocation of antecedent knowledge to become “new knowledge Logics
  14. 14. 14 Logics Regulate the de- location , pedagogising and relocation of knowledge to become pedagogic discourse
  15. 15. 15 Logics Regulate the teaching and learning of pedagogic discourse in pedagogic practice
  16. 16. 16 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
  17. 17. 17 Distributive Logic Regulate access to transcendental meanings “who” enjoys access to which “what”
  18. 18. 18 Knowledge The struggle over Control Power Relationships WHO
  19. 19. 19 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
  20. 20. 20 Socially just Pedagogy-“who” enjoys access to which “what” Discussion WHO
  • nicolapallitt

    Nov. 7, 2017
  • DanielOSullivan6

    Oct. 16, 2017
  • stiiiv

    Dec. 24, 2014

At the first seminar of the SOTL @ UJ - towards a socially just pedagogy project, Ria Vosloo made a presentation on knowledge and epistemological access, and the implications thereof for social justice in higher education.

Views

Total views

1,563

On Slideshare

0

From embeds

0

Number of embeds

259

Actions

Downloads

19

Shares

0

Comments

0

Likes

3

×