Critically Conscious Reciprocal Mentoring: Reimagining and Renewing the Egalitarian Learning Community

Session Type: Symposium

Abstract

At a time when educators are called to take greater responsibility for the perpetuation or dismantling of societal inequities, educators must begin to unpack personal identity and ideals by questioning the influence of formal and informal collaboration on pedagogical practice. While mentoring can serve as an impetus for deep, personal change, too often, mentorship reflects an imbalanced relationship in which a mentee is merely the receptacle of another's supposed wisdom. Critically Conscious Reciprocal Mentoring challenges power imbalances inherent in traditional transactional mentoring models by promoting dialogically reflexive relationships. The five papers in this symposium explore how CCRM facilitates the reimagining and renewing of an egalitarian learning community in formal and informal education spaces.

Sub Unit

• Division D - Measurement and Research Methodology / Division D - Section 3: Qualitative Research Methods

Chair

• Brooke Blevins, Baylor University

Papers

• Constructing a Critically Conscious Reciprocal Mentoring Framework Through a Salon of Sorts - Kevin Russel Magill, Baylor University

• Deconstructing Mentoring: The Impact of Critically Conscious Reciprocal Mentoring on Power Dynamics - Jess Smith, Baylor University

• Critically Conscious Reciprocal Mentoring Framework: Alleviating Dilemmas in Critical Conscious Discourse Through Community - Karynecia Elizabeth Conner, Baylor University

• Silencing Critical Consciousness: Reflecting on the Unspoken Lessons Between a Mentor and Mentee - Ashleigh Maldonado, Baylor University

• Heritage, Lineage, and Critically Conscious Reciprocal Mentoring in Teacher Education Programs - Tori Smith, University of Alabama