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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.
List of contents
Ahmet Atay & Diana Trebing: Introduction: Theoretical Approaches to Mentoring - Framing Mentoring - Lisa K. Hanasono: Secret Service: Revealing the Hidden Dynamics of Faculty Mentoring - David H. Kahl, Jr.: Mentoring New Faculty in an Age of Neoliberalism - Liliana Herakova & Mark Congdon, Jr.: Dwelling in Revolutionary Intimacies: Performing Mentoring and/ as Reflexivity - Elizabeth A. Petre, Grace A. Giorgio, James T. Petre, & Jeffrey M. Harshbarger: One Class Can Make a Difference: The Intersecting Paths of Mentoring Friendship - Ahmet Atay: Collaborative Cultural Mentoring: An Academic Compass - Meggie Mapes & Alexandria Chase: Being a Spoilsport: The Feminist Killjoy as Critical Mentor - Donna R. Pawlowski: Informal and Formal Mentoring of Faculty at Undergraduate Teaching Institutions - James T. Petre: Mentoring and "The Space of Communicative Praxis": Theorizing Mentoring as Everyday Practice - Mentoring in Contexts - Danielle M. Stern: All I Really Need to Know about Mentoring I Learned from Yoga - Katherine J. Denker, Kayla Duty, Michael Will, Isa Escobio, Abigail Gibbs, & Jacob Fox: Mentoring, Emotional Labor and Risk in Academia: Exploring What We Really Learn Through Research Through a Lens of Critical Communication Pedagogy - Scott A. Myers, Janine R. Beer, Alexia C. S. Boswell, Stephanie M. Buggs, Rachael E. Purtell, Brandon R. Ritter, Cory D. Taylor, C. Shaun Trump II, D. Noah Varner, Carae A. Wagner, & Morgan P. Winner: Mentoring as an Alternative Motive for College Student Communication with Their Instructors - Jacqueline Taylor: Subversive Spaces, Embodied Places and Mentoring as Onto- Epistemology - Sean M. Conrey & Melanie Nappa- Carroll: Equitable Mentorship as Engaged Scholarship in Concurrent Enrollment Programs - Contributors - Index.
About the author
Diana Trebing (Ph.D., Southern Illinois University¿Carbondale) is Professor of Communication at Saginaw Valley State University. She is the co-author of The Discourse of Special Populations: Critical Intercultural Communication Pedagogy and Practice.
Ahmet Atay (Ph.D., Southern Illinois University¿Carbondale) is Associate Professor of Communication at the College of Wooster. He is the author of Globalization¿s Impact on Identity Formation: Queer Diasporic Males in Cyberspace and the co-editor of 11 books, including Queer Communication Pedagogy. His scholarship has appeared in a number of journals and edited books.
Summary
This book examines mentoring in the communications discipline and using critical communication for effective relationships with students and junior faculty in higher education. Via qualitative and narrative-based research and critical and cultural perspectives, it aims to generate best practices in mentoring as a form of critical communication pedagogy.
