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ABSTRACT. There are two main themes of this general issue, both informing each other in varying degrees. Firstly, in what follows, we are reminded by the authors of how dominance takes its place yet also reveals its own vulnerabilities. By its own loud charade, self-certainty, including its play-out in society, displays an insecurity. As co-editors, we are delighted to present this suite of critiques that explore the depth and breadth of dominance and its inherent frailties. The other theme that we have discerned is that there are strategies available for better teaching and learning. This latter set of articles acknowledge the influence of dominance on teaching and learning, although more tacitly than the others. The quieter acknowledgement of a problem does not downplay its significance, and we are acutely aware that these authors would not be writing about a solution if there weren’t a problem to begin with. pp. 7–9

doi:10.22381/KC6120181

CARL MIKA
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University of Waikato
GEORGINA STEWART
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AUT University

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