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.
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