Search results for: Barney Daniel T.
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In this paper the authors articulate a view of mentoring that extends into interactive and relational forms, fostering a redefinition of traditional roles and practices within mentor-protg models. From the perspectives of a senior administrator and two assistant professors, the authors revisit the mentoring spaces and relations within which the authors were engaged while working in an approach to arts-based educational research. The authors analyzed their work together while deconstructing the ways in which the authors have supported and unsettled each other. Through narrative inquiry the authors share reflections from dissertation research experiences.
Updated: Feb. 21, 2010