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