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The Constant transformation and re-configuration of educational knowledge through the internet - lessons from Norway

Dobson, Stephen
Journal article, Peer reviewed
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URI
http://hdl.handle.net/11250/144654
Date
2007
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  • Artikkel - fagfellevurdert vitenskapelig / Articles - peer-reviewed [3069]
Original version
Dobson, S., & Hausstätter, R. S. (2007). The constant transformation and re-configuration of educational knowledge through the internet : lessons from Norway. Seminar.net, 3(2), 1-13.  
Abstract
This essay explores the transformation and re-configuration of educational

knowledge, where Norway occupies the position of a case and the goal is to

develop concepts that are generative and might be applied to other countries.

In order to understand changes in educational knowledge, the Internet and

technological advances are important. The main theoretical perspective

developed draws upon and transposes Burawoy’s understanding of public

sociology into the field of education. In general terms therefore, the goal is to

generate and develop concepts that enrich an understanding of educational

knowledge and its socio-cultural constitution. In traditional terms this might

be called a sociology of educational knowledge.

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