Peter Moss is a historian by background with a particular interest in social pedagogy and radical education. He does not locate himself within any specific discipline or the field of childhood studies and prefers to think in philosophical rather than disciplinary terms. He explains how his understanding of the concept of paradigm has developed over the course of his career and the importance he places on students and scholars being clear about their paradigmatic positioning, recognising differing paradigmatic perspectives and rejecting the idea of universal truths. He argues that in order to understand the questions facing childhood studies within a broader global context, it is important for researchers to be nomadic and interdisciplinary in their approach.
University Press Scholarship Online requires a subscription or purchase to access the full text of books within the service. Public users can however freely search the site and view the abstracts and keywords for each book and chapter.
If you think you should have access to this title, please contact your librarian.
To troubleshoot, please check our FAQs, and if you can't find the answer there, please contact us .