Subversive Spaces, Embodied Places and Mentoring as Onto-Epistemology

Taylor, Jacqueline (2020) Subversive Spaces, Embodied Places and Mentoring as Onto-Epistemology. In: Mentoring and Communication: Theories and Practices. Peter Lang. (In Press)

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Abstract

Ph.D. students experience many challenges, tensions and trepidations in working towards ‘doctoralness.’ Yet, whilst the benefits of mentoring are acknowledged, it remains largely under-practiced and theorized in doctoral education. In the context of the Arts, Design & Media Ph.D., this chapter reconceptualizes mentoring as a multidimensional practice comprising alternative teaching-learning spaces to support Ph.D. students in which the intellectual, academic, and pastoral are intertwined. By purposefully and productively traversing the inside and outside of the institution, mentoring both has the potential to subvert the normative neoliberal logic of overwork and to empower mentees and mentors to negotiate the institution and its power structures on their own terms. Via in-between spheres of inside-outside, space-place and friendship-professional, mentoring is conceived as a complex ecology and expanded pedagogy. It is proposed that in doing so both mentor and mentee produce various knowledges – praxical, embodied and otherwise – and are transformed on an onto-epistemological level.

Item Type: Book Section
Date: 2020
Subjects: W100 Fine Art
W900 Others in Creative Arts and Design
X200 Research and Study Skills in Education
Divisions: Faculty of Arts, Design and Media > School of Art
Depositing User: Taylor Boote
Date Deposited: 14 Apr 2020 09:40
Last Modified: 15 May 2020 10:39
URI: http://www.open-access.bcu.ac.uk/id/eprint/9092

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