
First Episodes
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The book recommends a move away from the more usual notion of rule-transgression and its related 'societal reactions' so prominent in the literature on deviance. It is suggested that it is the role rather than the rule which is critical to the perception of deviation and the formulation of pupils in early schooling. In looking for temporal processes of 'emergence' it is suggested that there is continuing tension between the episodic and the trans-episodic in teachers' formulation of children. It seems the construction of present reality as having continuity or discontinuity with previous 'realities' is critical.
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