This paper makes a contribution to the debate that has been described as a tension between instrumental and emancipatory educational objectives in environment and sustainability education. The contribution involves a methodological approach (introd-) using the concept 'dislocatory moments', to identify and analyse moments in classroom practice that address educational objectives relating to 'change for sustainability' "and" 'thinking and acting independently'. A case of business education, when 'sustainable development' is integrated in a series of lessons, is used to exemplify the approach involving analysis of the emergence and closure of a dislocatory moment and the change of logics that occur. The illustrative case shows how "room for subjectivity" and "change" can be intertwined in educational practice. It is suggested that the methodological approach could be used in empirical research of classroom practice to further knowledge about the kind of situations that contribute to "business as 'un'-usual" without compromising emancipatory education ideals.