Towards a Phenomenological Understanding of Web 2.0 and Knowledge Formation

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Umeå School of Education

Umeå University

Sweden

E D U C AT I O N

I N Q U I R Y

Volume 2, No. 3, September 2011

TION INQUIR Y . V olume 2, No . 3, Sept ember 20 11 C O N T E N T Editorial THEMATIC SECTION

Solveig Hägglund & Nina Thelander Children’s rights at 21: policy, theory, practice John I’Anson Childhood, complexity orientation and children’s rights:

Enlarging the space of the possible?

Vicki Coppock Liberating the Mind or Governing the Soul? Psychotherapeutic Education, Children’s Rights and the Disciplinary State

Guadalupe Francia Children’s right to equitable education: A welfare state’s goal in times of Neoliberalism

Deborah Harcourt & Jonathon Sargeant The challenges of conducting ethical research with children Carol Robinson Children’s rights in student voice projects: where does the power lie?

Ann Quennerstedt The Political Construction of Children’s Rights in Education – A Comparative Analysis of Sweden and New Zealand

OPEN SECTION

Lena Boström Students’ learning styles compared with their teachers’ learning styles in upper secondary school – a mismatched combination

Mona Holmqvist & Eva Wennås Brante What is discerned in teachers’ expressions about planning? Marit Ulvik & Kari Smith What characterises a good practicum in teacher education?

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Editor

Professor Per-Olof Erixon, Umeå University, Sweden Receiving Editor

Assistant Professor Linda Rönnberg, Umeå University, Sweden The editorial board

Professor Marie Brennan, School of Education, UniSA, Australia

Professor Bernard Cornu, Directeur de la Formation – CNED, Directeur de CNED-EIFAD, France Professor David Hamilton, Umeå University, Sweden

Professor Brian Hudson, University of Dundee, UK

Professor Gloria Ladson-Billings, University of Wisconsin-Madison, USA Professor Martin Lawn, University of Edinburgh, UK

Assistant Professor Eva Lindgren, Umeå University, Sweden Assistant Professor Linda Rönnberg, Umeå University, Sweden Professor Kirk Sullivan, Umeå University, Sweden

Professor Gaby Weiner, University of Edinburgh, UK Professor Pavel Zgaga, University of Ljubliana, Slovenia Language Editor

Murray Bales, Ljubljana, Slovenia Guidelines for Submitting Articles

See Education Inquiry’s homepage: http://www.use.umu.se/english/research/educationinquiry Send Manuscripts to: EducationInquiry.Editor@adm.umu.se

EDUCATION INQUIRY

Education Inquiry is an international on-line, peer-reviewed journal with free access in the field of Educational Sciences and Teacher Education. It publishes original empirical and theoretical studies from a wide variety of academic disciplines. As the name of the journal suggests, one of its aims is to challenge established conventions and taken-for-granted perceptions within these fields.

Education Inquiry is looking for lucid and significant contributions to the understanding of contextual, social, organizational and individual factors affecting teaching and learning, the links be-tween these aspects, the nature and processes of education and training as well as research in and on Teacher Education and Teacher Education policy. This includes research ranging from pre-school education to higher education, and research on formal and informal settings. Education Inquiry welcomes cross-disciplinary contributions and innovative perspectives. Of particularly interest are studies that take as their starting point, education practice and subject teaching or didactics.

Education Inquiry welcomes research from a variety of methodological and theoretical approach-es, and invites studies that make the nature and use of educational research the subject of inquiry. Comparative and country-specific studies are also welcome.

Education Inquiry readers include educators, researchers, teachers and policy makers in various cultural contexts.

Every issue of Education Inquiry publishes peer-reviewed articles in one, two or three different sections. Open section: Articles sent in by authors as part of regular journal submissions and published after a blind review process. Thematic section: Articles reflecting the theme of a conference or workshop and published after a blind review process. Invited section: Articles by researchers invited by Education Inquiry to shed light on a specific theme or for a specific purpose and published after a review process.

Education Inquiry is a continuation of the Journal of Research in Teacher Education, which is available in printed copies as well as electronic versions and free access at http://www.use.umu.se/ forskning/publikationer/lof/

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O P E N

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Education Inquiry

Vol. 2, No. 3, September 2011, pp.535–549

Towards a Phenomenological

Understanding of Web 2.0 and

Knowledge Formation

Håkan Fleischer*

Abstract

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Conclusions

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(15)

548

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tives1HZ<RUN%DVLF%RRNV

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Towards a Phenomenological Understanding of Web 2.0 and Knowledge Formation

Endnotes

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