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This chapter explores subversive and hegemonic epistemologies in virtual networked learning environments. Based in the conceptual framework of critical theory, the research methodology utilized in this chapter is the practice of articulation to explain changes in epistemologies with symbolic action (externalizing thoughts into communications by emphasizing the gap between the symbols in our society and the experienced reality). It is found that the common ways in which learning and knowing are negotiated in a physical classroom, as compared to a virtual environment, differ significantly on the basis of how time, space, the body and the mind are both controlled and constructed. In the presented definition of networked learning, the differences are found to be centered on subversive ways of “knowing” when contrasted with traditional, hegemonic onsite learning environments. In order to explain those …