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

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.

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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

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  • stiiiv

    Dec. 24, 2014
  • DanielOSullivan6

    Oct. 16, 2017
  • nicolapallitt

    Nov. 7, 2017

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.

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