Theories and Practices
Edited By Diana Trebing and Ahmet Atay
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...
You are not authenticated to view the full text of this chapter or article.
This site requires a subscription or purchase to access the full text of books or journals.
Do you have any questions? Contact us.Or login to access all content.