Bernstein, B. (2000). Pedagogy, symbolic control and identity : theory, research, critique. Revised edition Lanham: Rowman & Littlefield Daniels, H. (2001). Vygotsky and pedagogy. London New York: Routledge/Falmer Daniels, H. (2008). Vygotsky and research. London: Routledge Gustavsson, B. (2001). Vidensfilosofi. Århus: Klim Hedegaard, M. (1998). Situated Learning and Cognition: Theoretical Learning and Cognition. Mind, Culture and Activity 3:11-24 Hirst, P. (1993). The foundations of the National Curriculum: why subjects? In O´Hear, P. and White, J. (eds.) Assessing the National Curriculum. London: Paul Chapman Hovdenak, S.S. (2009) Den profesjonelle lærer i dagens skole: krav, forventninger og muligheter. Mellom forskning og politikk. I Riksaasen, Rita: Læreren i skolen og samfunnet. Tapir Akademisk. Lave, J. (1993). The practice of learning, in Seth Chaiklin and Jean Lave (eds.). Understanding practice : Perspectives on Activity and Context. Cambridge: Cambridge University Press. Moore, R. (2004): Education and society: Issues and Explanations in the Sociology of Education. Cambridge : Polity Moore, R. og J. Muller (1999).The Discourse of 'Voice' and the Problem of Knowledge and Identity in the Sociology of Education. British Journal of Sociology of Education, 20:189-206 Moore, R. og M. Young (2001): Knowledge and the curriculum in the sociology of education: towards a reconceptualisation. British Journal of Sociology of Education, 22 (4), 445-61. Muller, J. (2000). Reclaiming Knowledge: Social theory, Curriculum, and Education Policy. London: Routledge Nussbaum, M. C. (1997). Cultivating humanity (1997). A classical defense of reform in liberal education. Cambridge, Mass. : Harvard University Press Wortham, S. (2006). Learning Identity. The Joint Emergence of Social Identification and Academic Learning. New York, Cambridge University Press. Young, M. F.D.(2008). Bringing knowledge back in: from social constructivism to social realism in the sociology of education. London: Routledge