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dc.contributor.authorDobson, Stephen
dc.date.accessioned2011-04-07T12:02:35Z
dc.date.available2011-04-07T12:02:35Z
dc.date.issued2007
dc.identifier.citationDobson, 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.en_US
dc.identifier.issn1504-4831
dc.identifier.urihttp://hdl.handle.net/11250/144654
dc.description.abstractThis 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.en_US
dc.language.isoengen_US
dc.relation.urihttp://seminar.net/index.php/volume-3-issue-2-2007-previousissuesmeny-120/79-the-constant-transformation-and-re-configuration-of-educational-knowledge-through-the-internet
dc.subjectPedagogikken_US
dc.titleThe Constant transformation and re-configuration of educational knowledge through the internet - lessons from Norwayen_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.subject.nsiVDP::Social science: 200::Education: 280en_US


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