Operationalizing the Autonomy dimension of Legitimation Code Theory: A Hallidayan approach

This article is a theoretical one aimed at elaborating and operationalizing one of the more recently developed aspects of the educational theory named Legitimation Code Theory (LCT) (e.g. Maton 2014). LCT is a sociological theory with a markedly interventionist streak, which is reflected in endeavours to identify and recommend ways of removing obstacles to knowledge-building for learners. Out of three active dimensions in LCT, this article is focused on the particular dimension termed Autonomy. As applied to situations of knowledge communication, Autonomy appears to be concerned with the degree of insulation or focus with which a given topic is treated, i.e. whether the topic of, e.g., a school lesson, is ‘autonomous’ in that lesson or whether competing topics and perspectives are brought in to further the educational process. However, the concept of Autonomy is in need of both concretization and operationalization and will therefore be interpreted through the lens of certain aspects of Hallidayan linguistic theory that may fruitfully elucidate the concept. The operationalization will be exemplified through two cases of knowledge communication.