Please use this identifier to cite or link to this item: 192.168.6.56/handle/123456789/20137
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dc.contributor.authorTrier, James-
dc.date.accessioned2018-11-09T12:25:08Z-
dc.date.available2018-11-09T12:25:08Z-
dc.date.issued2014-
dc.identifier.isbn978-94-6209-800-8-
dc.identifier.urihttp://10.6.20.12:80/handle/123456789/20137-
dc.descriptionIn this series, we are establishing a new tradition in the sociology of education. Like many fields, the sociology of education has largely assumed that the field develops through the steady accumulation of studies. Thomas Kuhn referred to this as ‘normal science.’ Yet normal science builds on a paradigm shift, elaborating and expanding the paradigm. What has received less attention are the works that contribute to paradigm shifts themselves. To remedy this, we will focus on books that move the field in dramatic and recognizable ways—what can be called breakthroughs-
dc.languageenen_US
dc.language.isoenen_US
dc.publisherSense Publishersen_US
dc.subjectDetournementen_US
dc.titleDetournement as Pedagogical Praxisen_US
dc.typeBooken_US
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