This page provides a simple way of finding single-authored and collaborative publications by Karl Maton.
BOOKS
Maton, K., Hood, S. & Shay, S. (eds) (forthcoming) Knowledge-building: Educational studies in Legitimation Code Theory. London, Routledge.
Maton, K. (forthcoming) Knowledge and Knowers: Towards a realist sociology of education. London, Routledge.
Christie, F. & Maton, K. (eds) (2011) Disciplinarity: Functional linguistic and sociological perspectives. London, Continuum.
Maton, K. & Moore, R. (eds) (2010) Social Realism, Knowledge and the Sociology of Education: Coalitions of the mind. London, Continuum. Now available in paperback.
Van Krieken, R., Habibis, B., Smith, P., Hutchins, B., Martin, G.. & Maton, K. (2010) Sociology: Themes and perspectives. Fourth Edition. Sydney, Pearson.
JOURNAL ARTICLES & BOOK CHAPTERS
Maton, K. (2012) Habitus, in Grenfell, M. (ed.) Pierre Bourdieu: Key concepts, revised edition. London, Acumen.
Howard, S. & Maton, K. (2011) Theorising knowledge practices: A missing piece of the educational technology puzzle, Research in Learning Technology 19(3), 191-206.
Bennett, S. & Maton, K. (2011) Intellectual field or faith-based religion: Moving on from the idea of 'digital natives', in Thomas, M. (ed) Deconstructing Digital Natives: Young people, technology and the new literacies. New York, Routledge, 169-185.
Maton, K. (2011) Knowledge-building: Analysing the cumulative development of ideas, in Ivinson, G., Davies, B. & Fitz, J. (eds) Knowledge and Identity: Concepts and applications in Bernstein’s sociology. London, Routledge, 23-38.
Chen, R. T-H, Maton, K. & Bennett, S. (2011) Absenting discipline: Constructivist approaches in online learning, in Christie, F. & Maton, K. (eds) Disciplinarity: Functional linguistic and sociological perspectives. London, Continuum, 129-150.
Maton, K. (2011) Theories and things: The semantics of disciplinarity, in Christie, F. & Maton, K. (eds) Disciplinarity: Functional linguistic and sociological perspectives. London, Continuum, 62-84.
Christie, F. & Maton, K. (2011) Why disciplinarity?, in Christie, F. & Maton, K. (eds) Disciplinarity: Functional linguistic and sociological perspectives. London, Continuum, 1-9.
Martin, J., Maton, K. & Matruglio, E. (2010) Historical cosmologies: Epistemology and axiology in Australian secondary school history. Revista Signos 43(74): 433-463.
Bennett, S. & Maton, K. (2010) Beyond the ‘digital natives’ debate: Towards a more nuanced understanding of students’ technology experiences. Journal of Computer Assisted Learning, 26(5): 321-331.
Maton, K. (2010) Segmentalism: The problem of building knowledge and creating knowers, in Frandji, D. & Vitale, P. (eds) Knowledge, Pedagogy & Society: International perspectives on Basil Bernstein's sociology of education. Abingdon, Routledge, 126-139.
Lamont, A. & Maton, K. (2010) Unpopular music: Beliefs and behaviours towards music in education, in Wright, R. (ed.) Sociology and Music Education. London, Ashgate, 63-80.
Maton, K. (2010) Last night we dreamt that somebody loved us: Smiths fans and me in the late 1980s, in Campbell, S. & Coulter, C. (eds) Why Pamper Life’s Complexities? Essays on The Smiths. Manchester, Manchester University Press, 179-194.
Maton, K. (2010) Invisible tribunals: Progress and knowledge-building in the humanities, in Singh, P., Sadovnik, A. & Semel, S. (eds) Toolkits, Translation Devices and Conceptual Accounts: Essays on Basil Bernstein's sociology of knowledge. New York, Peter Lang, 177-196.
Maton, K. & Moore, R. (2010) Coalitions of the mind, in Maton, K. & Moore, R. (eds) Social Realism, Knowledge and the Sociology of Education: Coalitions of the mind. London, Continuum, 1-13.
Maton, K. (2010) Analysing knowledge claims and practices: Languages of legitimation, in Maton, K. & Moore, R. (eds) Social Realism, Knowledge and the Sociology of Education: Coalitions of the mind. London, Continuum, 35-59.
Maton, K. (2010) Progress and canons in the arts and humanities: Knowers and gazes, in Maton, K. & Moore, R. (eds) Social Realism, Knowledge and the Sociology of Education: Coalitions of the mind. London, Continuum, 154-178.
Carvalho, L., Dong, A. & Maton, K. (2009) Legitimating design: A sociology of knowledge account of the field, Design Studies 30(5): 483-502.
Maton, K. (2009) Cumulative and segmented learning: Exploring the role of curriculum structures in knowledge-building, British Journal of Sociology of Education 30(1): 43-57.
Chen, R., Bennett, S., & Maton, K. (2008) The adaptation of Chinese international students to online flexible learning: Two case studies, Distance Education 29(3) 307-323.
Lamont, A. & Maton, K. (2008) Choosing music: Exploratory studies into the low uptake of music GCSE, British Journal of Music Education 25(3): 267-282.
Bennett, S., Maton, K. & Kervin, L. (2008) The ‘digital natives’ debate: A critical review of the evidence, British Journal of Educational Technology 39(5): 775-786.
Freebody, P., Maton, K., & Martin, J. (2008) Talk, text and knowledge in cumulative, integrated learning: A response to ‘intellectual challenge’, Australian Journal of Language and Literacy, 31: 188-201.
Maton, K. (2008) Gravité sémantique et Apprentissage segmenté, in Vitale, P. & Frandji, D. (eds) Enjeux Sociaux, Savoirs, Langage, Pedagogie: Actualité et fécondité de l’oeuvre de Basil Bernstein. Rennes, University of Rennes Press, 151-168.
Maton, K. (2008) Habitus, in Grenfell, M. (ed.) Pierre Bourdieu: Key concepts. London, Acumen, 49-66.
Maton K. (2007) Knowledge-knower structures in intellectual and educational fields, in Christie, F. & Martin, J. (eds) Language, Knowledge and Pedagogy: Functional linguistic and sociological perspectives. London, Continuum, 87-108.
Maton, K. & Muller, J. (2007) A sociology for the transmission of knowledges, in Christie, F. & Martin, J. (eds) Language, Knowledge and Pedagogy: Functional linguistic and sociological perspectives. London, Continuum, 14-33.
Christie, F., Martin, J., Maton, K. & Muller, J. (2007) Taking stock: Future directions in research in knowledge structure, in Christie, F. & Martin, J. (eds) Language, Knowledge and Pedagogy: Functional linguistic and sociological perspectives. London, Continuum, 237-258.
Maton, K. (2006) On knowledge structures and knower structures, in Moore, R., Arnot, M., Beck, J. & Daniels, H. (eds) Knowledge, Power and Educational Reform: Applying the sociology of Basil Bernstein. London, Routledge, 44-59.
Maton, K. (2005) A question of autonomy: Bourdieu’s field approach and policy in higher education, Journal of Education Policy 20(6): 687-704.
Maton, K. (2005) The sacred and the profane: The arbitrary legacy of Pierre Bourdieu, European Journal of Cultural Studies, 8(1): 121-132.
Maton, K. (2004) The wrong kind of knower: Education, expansion and the epistemic device, in Muller, J., Davies, B., & Morais, A. (eds) Reading Bernstein, Researching Bernstein. London, Routledge, 218-231.
Maton, K. (2003) Reflexivity, relationism and research: Pierre Bourdieu and the epistemic conditions of social scientific knowledge, Space & Culture, 6(1): 52-65.
Maton, K. (2003) Eternizando o arbitrário: O legado profano de Pierre Bourdieu, Educação, Sociedade & Culturas, 19: 89-102.
Maton, K. & Wright, H.K. (2002) Returning cultural studies to education, International Journal of Cultural Studies, 5(4): 379-392.
Maton, K. (2002) Popes, Kings and cultural studies: Placing the commitment to non-disciplinarity in historical context, in Herbrechter, S. (ed.) Cultural Studies: Interdisciplinarity and translation. Amsterdam, Rodopi, 31-53.
Moore, R. & Maton, K. (2001) Founding the sociology of knowledge: Basil Bernstein, intellectual fields and the epistemic device, in Morais, A., Neves, I., Davies, B. & Daniels, H. (eds) Towards a Sociology of Pedagogy: The contribution of Basil Bernstein to research. New York, Peter Lang, 153-182.
Maton, K. (2000) Languages of legitimation: The structuring significance for intellectual fields of strategic knowledge claims, British Journal of Sociology of Education 21 (2), 147-167.
Maton, K. (2000) Recovering pedagogic discourse: A Bernsteinian approach to the sociology of educational knowledge, Linguistics & Education 11 (1), 79-98.
Maton, K. (1999) Extra curricular activity required: Pierre Bourdieu and the sociology of educational knowledge, in Grenfell, M. & Kelly, M. (eds) Pierre Bourdieu: Language, culture and education. Bern, Peter Lang, 197-210.
REPORTS
Maton, K. & Bennett, S. (2010) The Role of ICTs at the University of Sydney: A report on the experiences and expectations of students and teaching staff. Office of the DVC(E), University of Sydney.
Kennedy, G., Dalgarno, B., Bennett, S., Gray, K., Waycott, J., Judd, T., Bishop, A., Maton, K., Krause, K-L., & Chang, R. (2009) Educating the Net Generation: A handbook of findings for practice and policy. Australian Learning and Teaching Council.
OTHER PUBLICATIONS
Maton, K. & Shipway, B. (2007) Studies of education, in Hartwig, M. (ed.) Dictionary of Critical Realism. London, Routledge, 442-443.
Maton, K. (2006) Why theory? It’s not rocket surgery!, Australian Association for Research in Education News 56, October: 11.
Maton, K. (2004) Cultural fastfood with the Frankfurt School, Three-D: UK Media, Communication & Cultural Studies Association, 1: 15.
Maton, K. (2003) Review of Robert Willmott, Education Policy and Realist Social Theory, Sociological Review, 51(4): 569-72
Maton, K. (2003) Reflecting on reflexivity, Three-D: UK Media, Communication & Cultural Studies Association, 2: 13.
Maton, K. (2003) Talking paradigms, Three-D: UK Media, Communication & Cultural Studies Association, 1: 6
Maton, K. (2001) Review of Andrew Sayer, Realism & Social Science, Sociological Review 49 (1), Feb, 149-152.
Maton, K. (2001) The real and critical need of educational research for critical realism, Journal of Critical Realism, May, 56-59
Landesman, C., Maton, K. & Young, T. (1991) Opening editorial, The Modern Review, Autumn: 4-5.