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An emphasis on critical thinking, a questioning of taken for granted assumptions, and rights-based thinking are framings for many of the articles in this issue.










All the articles in this edition have implications for inclusive teaching and learning practice. Each suggests some ways to make visible and understand the knowledge residing in...


Curriculum commentators have identified well-documented participatory pathways for key competency development. However, there is a paucity of New Zealand research that takes a poststructural view of...



