Legitimation Code Theory Professors and Supervisors

Luís GrecoView profile

Professor

Humboldt UniversityGermany

Prof. Dr. Dr. hc Luís Greco is a full professor and Chairholder of Criminal Law, Criminal Procedure Law, Foreign Criminal Law, and Criminal Law Theory at Humboldt University of Berlin since 2017. Born in Rio de Janeiro, Brazil, he holds a LL.M. from Ludwig Maximilian University of Munich and a Doctorate and Habilitation from the same institution. His academic career includes roles as a research assistant, visiting professor, and faculty member at universities in Germany, Brazil, and Argentina. Greco specializes in criminal law fundamentals, white-collar crime, criminal procedure, and legal philosophy. His research emphasizes international collaboration, reflected in projects across Brazil, Taiwan, China, and Latin America. He has supervised over 100 foreign scholars and edited major legal commentaries, including the 14th edition of the Leipzig Commentary on the Criminal Code. His work spans over 100 publications, including monographs on objective imputation theory and procedural law foundations. Key awards include the Max Weber Prize (2011) and Berlin-Brandenburg Academy Prize (2021). Greco also edits academic series and contributes to debates on legal reform, including Brazil’s Penal Code modernization. He actively engages in teaching, advising, and international legal exchanges, maintaining a focus on the ethical and philosophical dimensions of criminal law. His leadership in academic networks and editorial roles underscores his global influence in legal scholarship.

Official University Profile

Anna-Malin KarlssonView profile

Professor

Stockholm UniversitySweden

Anna-Malin Karlsson is a Professor at the Department of Swedish Language and Multilingualism, Stockholm University. She specializes in discourse analysis, social semiotics, multimodality, and linguistic ethnography, with a focus on literacy practices and communication in institutional settings. Previously, she served as Professor of Sociolinguistics at Uppsala University (2012-2018) and Professor of Swedish at Södertörn University (pre-2012). Her research explores health literacy, medical communication, and multimodal interaction, particularly in prenatal heart failure diagnoses and elder care documentation. Research Interests: Discourse analysis, social semiotics, multimodality, linguistic ethnography, health literacy, medical communication Supervision: Doctoral students Linda Pfister (Uppsala University), Shiro Shibata, Lisa Rudebeck Projects: Health literacy in information society (Swedish Research Council funded), Care work as language work, CELiNE literacy education initiative Current Work: Investigating recontextualization of medical visuals from clinical settings to social media platforms, using social semiotics to analyze hand-drawn sketches versus digital illustrations. Recent publications examine how drawing acts as a consultation structuring mechanism and the semiotic affordances of different heart image types. Methodological Expertise: Combines systemic conversation analysis, genre theory, and rhetoric with tools from activity theory and new literacy studies to analyze cross-contextual meaning-making practices involving 8 audio-recorded fetal cardiology consultations and digital health communication platforms.

Official University Profile

Stuart PattinsonView profile

Lecturer

University of WitwatersrandSouth Africa

Dr. Stuart Pattinson serves as a Clinical Lecturer within the Unit for Undergraduate Medical Education at the University of the Witwatersrand, Johannesburg. Holding both MB BCh and MA qualifications from Wits, he contributes to undergraduate medical training while maintaining an active research profile focused on educational theory application in clinical contexts. His research interests center on Medical Education and Health Professions Education , with specific expertise in: Legitimation Code Theory applications for analyzing professional readiness Obstetric training competency assessment (particularly autoimmune disorders in pregnancy) Curriculum development and evaluation in resource-constrained African medical education settings Qualitative methodologies for workplace learning research Recent publications reveal a methodologically sophisticated trajectory examining how medical students navigate epistemological transitions into clinical practice. His 2020-2025 work demonstrates increasing specialization in Legitimation Code Theory while maintaining practical focus on South African healthcare training challenges, appearing consistently in top-tier journals like Perspectives on Medical Education and Advances in Health Sciences Education . Dr. Pattinson's role encompasses curriculum development, delivery, and evaluation within Wits' undergraduate medical program. His research on clinical skills training and internship preparedness directly informs teaching practices, though specific grant details aren't publicly documented. His ORCiD profile (0000-0002-8386-6808) verifies ongoing scholarly contributions to medical education theory and practice in the Global South context.

Official University Profile

Marianne Haugaard SkovView profile

Research Fellow

University of CopenhagenDenmark

Marianne Haugaard Skov is a PhD fellow at the Centre for Internationalisation and Parallel Language Use (CIP) within the Faculty of Humanities at the University of Copenhagen. Her research investigates how young Danes strategically employ English as a relational resource in digital and everyday contexts, with particular focus on social media platforms' impact on linguistic practices. Her academic background includes: PhD in Linguistics (ongoing since 2022), University of Copenhagen MA in Linguistics (2017-2020), University of Copenhagen BA in Linguistics (2014-2017), University of Copenhagen Skov's research centers on sociolinguistic change through the lens of youth language innovation, examining how digital environments like TikTok reshape English usage patterns among Danish youth. Her work combines linguistic ethnography with media analysis to document generational divergences in language socialization, particularly how punctuation, slang, and code-switching function as identity markers in digital communication. This research bridges theoretical sociolinguistics with practical observations of language globalization in monolingual contexts. Her publication record (2021-2023) reveals a cohesive trajectory examining generational language differences on social media, with increasing emphasis on English's role in youth culture. The articles collectively demonstrate how digital platforms accelerate linguistic change, with TikTok emerging as a critical site for English integration into Danish vernacular. Key themes include the functional pragmatics of English borrowings, youth-driven language innovation, and the blurring of online-offline communication norms. Skov actively contributes to public discourse through media engagements, including analyses of youth slang phenomena (e.g., 'rizz', 'sigma') and digital communication norms. Her research infrastructure includes the CIP center's resources and prior involvement in the SoMeFamily project, which established foundational data on family language practices in digital environments.

Official University Profile

Kevin BryantView profile

Lecturer

Anglia Ruskin UniversityUnited Kingdom

Dr Kevin Bryant is an Associate Lecturer at Anglia Ruskin University, Cambridge, specializing in nursing and midwifery bioscience education. He holds a King's Fellowship in Bioscience Education and has directed multiple large-scale social inclusion projects funded by the European Social Fund, NHS, and Learning and Skills Council to widen participation in healthcare professions. His educational background includes a Doctor of Education (University of East Anglia), MSc in Behavioural Biology and Healthcare (University of Surrey), Certificate in Education (University of Surrey), Postgraduate Diploma in Nutrition and Dietetics (Leeds Polytechnic), and BSc in Physiology and Biochemistry (University of London). Bryant's research critically examines the social construction of knowledge and power dynamics in higher education and healthcare, with focus on neurodiversity (autism/hyperactivity) and support worker transitions to registered nurses. Using Legitimation Code Theory, he investigates tensions between 'profane' and 'sacred' knowledge forms, advocating for re-evaluation of embodied experiential learning as capital. His work bridges sociology, education, and healthcare practice. Recent publications (2019-2023) consistently analyze knowledge status through Bourdieu and Bernstein frameworks across healthcare transitions, Covid-19 discourse, and neurodiversity in academia. Key themes include power dynamics in professional identity formation, curriculum co-creation with students, and epistemic access barriers for vocational learners. Scientific recognition includes the Most Innovative Teacher award for student-centered curriculum development at King's College London and the King's Fellowship in Bioscience Education. Major grants led: Key Skills for Health Sector Skills (2005/07; £393K) Opening Doors to HE in Lambeth/Southwark/Lewisham (2005/06; £249K) South East London Nursing Initiative (2003/06; £240K) Community laptop outreach (2003/04; £198K) Access to Allied Health Professions (2003/04; £249K) As an advocate for students as co-creators, Bryant pioneered radical curriculum development in nursing bioscience. He actively contributes to Advance HE Bioscience in Nursing Education, British Sociological Association, Forum for Access and Continuing Education, RAISE, and Legitimation Code Theory UK networks.

Official University Profile