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.

1. MATON
THE LINK TO EPISTEMOLOGICAL
ACCESS
RIA VOSLOO

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
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
Specialization Codes
Focus of knowledge claims (content) and
Basis of knowledge claims (form-SC)

5. 5
Specialization Codes

6. 6
Specialization Codes
The attributes of
actors are emphasized
as base of
achievement
 Born
 Cultivated
 Social

7. 7
Specialization Codes
Anything goes
Legitimacy based on
both having the
knowledge and being
the right knower

8. 8
Humanistic Culture
 Knowledge – horizontal
 Knower structure is hierarchical
Scientific Culture
 Knowledge – hierarchical
 Knower structure is horizontal
Knowledge Knower Structure

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. Cultivating a gaze
Cultivation
Expanding range of dispositions

11. 11
Moving into Higher degrees
What
controls
access?

12. 12
Intellectualised
Epistemic Pedagogic device
Pedagogised

13. 13
Regulate the de-
location , refocusing
and relocation of
antecedent
knowledge to
become “new
knowledge
Logics

14. 14
Logics
Regulate the de-
location ,
pedagogising and
relocation of
knowledge to
become pedagogic
discourse

15. 15
Logics
Regulate the
teaching and learning
of pedagogic
discourse in
pedagogic practice

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
Distributive Logic
Regulate access to transcendental meanings
“who” enjoys access to which “what”

18. 18
Knowledge
The struggle over Control
Power
Relationships
WHO

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