The way I understood it, it wasn’t meant to be understood – when 6th grade reads Franz Kafka

Research output: Contribution to journalJournal articlepeer-review

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The way I understood it, it wasn’t meant to be understood – when 6th grade reads Franz Kafka. / Johansen, Martin Blok.

In: Journal of Curriculum Studies, Vol. 49, No. 5, 2017, p. 579-598.

Research output: Contribution to journalJournal articlepeer-review

Harvard

Johansen, MB 2017, 'The way I understood it, it wasn’t meant to be understood – when 6th grade reads Franz Kafka', Journal of Curriculum Studies, vol. 49, no. 5, pp. 579-598. https://doi.org/10.1080/00220272.2016.1247912

APA

Johansen, M. B. (2017). The way I understood it, it wasn’t meant to be understood – when 6th grade reads Franz Kafka. Journal of Curriculum Studies, 49(5), 579-598. https://doi.org/10.1080/00220272.2016.1247912

Vancouver

Johansen MB. The way I understood it, it wasn’t meant to be understood – when 6th grade reads Franz Kafka. Journal of Curriculum Studies. 2017;49(5):579-598. https://doi.org/10.1080/00220272.2016.1247912

Author

Johansen, Martin Blok. / The way I understood it, it wasn’t meant to be understood – when 6th grade reads Franz Kafka. In: Journal of Curriculum Studies. 2017 ; Vol. 49, No. 5. pp. 579-598.

Bibtex

@article{4a2bfd91ba1b4e0d8d5b50468b1709ae,
title = "The way I understood it, it wasn{\textquoteright}t meant to be understood – when 6th grade reads Franz Kafka",
author = "Johansen, {Martin Blok}",
year = "2017",
doi = "10.1080/00220272.2016.1247912",
language = "English",
volume = "49",
pages = "579--598",
journal = "Journal of Curriculum Studies",
issn = "0022-0272",
publisher = "Routledge",
number = "5",

}

RIS

TY - JOUR

T1 - The way I understood it, it wasn’t meant to be understood – when 6th grade reads Franz Kafka

AU - Johansen, Martin Blok

PY - 2017

Y1 - 2017

U2 - 10.1080/00220272.2016.1247912

DO - 10.1080/00220272.2016.1247912

M3 - Journal article

VL - 49

SP - 579

EP - 598

JO - Journal of Curriculum Studies

JF - Journal of Curriculum Studies

SN - 0022-0272

IS - 5

ER -

ID: 169883791