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This edited book approaches the learning experience as a creative,
constructive process from an epistemological orientation that
combines transdisciplinary, participatory, and collaborative
approaches to explore the most constructive ways forward for a
networked constructivist (project- and problem-based) pedagogy. The
volume emphasizes the value of a number of modes of inquiry that,
among others, include ethnography, auto-ethnography, corpus
analysis, narrative analysis, and their many intersections in the
process of academic maturation and growth. This book will be of
interest to applied linguists, sociolinguists, researchers, and
educators of topics related to higher education and academic
maturation, networked learning, qualitative inquiry and
transdisciplinary studies.
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