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Julie McCleery, Jennifer Lee Hoffman, Irina Tereschenko, and Regena Pauketat

number of theoretically-informed approaches, such as competency-based learning ( Demers et al., 2006 ), problem-based learning (PBL) ( Jones & Turner, 2006 ), and ethno-drama ( Morgan et al., 2013 ) have emerged with this orientation aiming to bridge the theory–practice divide and address the complexity