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.