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Mentoring and Communication

Theories and Practices

Edited By Diana Trebing and Ahmet Atay

Although mentoring occupies a paramount role in higher education and is part of a faculty’s expected duties, nowadays increasingly so, it is not an area to which graduate schools pay close attention. There is no formalized training and faculty and graduate students alike are expected to know how to mentor effectively once they graduate or start a new teaching or administrative position. This book tackles two interrelated issues: the role and importance of mentoring in the communication discipline as well as critical/cultural studies and using critical communication to illuminate the ways in which students and junior faculty among others are mentored in higher education. The authors of these chapters present a position or an issue in regards to mentoring students and faculty or the lack of it in higher education. Their goal is to generate a scholarly discussion by utilizing qualitative and narrative-based research approaches and critical and cultural perspectives to promote awareness about the importance of mentoring. Additionally, the authors highlight some of the important issues in mentoring as a form of critical communication pedagogy and present some guidelines, ideas, and examples to mentor more effectively. This edited book will be helpful for various audiences. First, it will provide guidance for graduate students, junior and senior faculty members who are asked to mentor others at various stages of their academic careers. Second, it will help students and faculty who are currently trying to identify and work with mentors. And third, it gives ideas on what to do and not to do in successful mentor-mentee relationships.
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chapter 3 Dwelling in Revolutionary Intimacies: Performing Mentoring and/as Reflexivity


Liliana Herakova and Mark Congdon, Jr.

Read this text with the following mantra on repeat: “sustained and deliberate intimacy may be a nascent form of revolt” (Pollock, 2006, p. 88). Read this text as (a performance of) mentoring, not as a recipe or an advice column (which are different genres). In writing this chapter, we co-perform teaching and/as mentoring by constructing a lesson plan following the tenets of backward design (Wiggins & McTighe, 2005).We co-perform the more “silent” spaces of teaching and/as mentoring, the intra-active planning and reflexive portions (Call-Cummings, Dennis, & Martinez, 2019). These spaces, as most fellow academic mis/fits probably know, are not really “silent” at all, for the heteroglossic echoes are audible (Kress & Frazier-Booth, 2016; Salazar Pérez & Pasque, 2013), collaborative witnessing is viscerally embodied (Calafell & Chuang, 2018), and the vocal audience of the “academic second persona” is ever-present (Toyosaki, 2018, p. 35). We are writing a chapter that needs/desires to be recognizable as “academic” to this “second persona,” that normative being that structures us as intelligible employees within the U.S. higher education system. We are co-performing academic writing, yet write in a genre—lesson plan—that both centers and disturbs teaching as a scholastic activity and a key site for mentoring that is materially and ideologically undervalued in U.S. higher education (Goldstene, 2015; Schwartz, 2014). We ←51 | 52→are co-performing teaching in mimetically reproducing (Pollock, 2006; Toyosaki, 2018), yet queering (Atay, 2018) one of its most recognizable artifacts. This lesson...

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