What is it about?
This is a collaborative reflection on the importance of not only more experienced scholars mentoring less experienced colleagues but also the ways that mentoring relationships are supported and strengthened when contextualized in communities of practice. This is particularly necessary when attempting to incorporate non-western, global south, and indigenous perspectives and approaches in more mainstream childhood studies.
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Why is it important?
Given the contemporary global socio-political climate in the early 21st C., and how these complicate conditions in higher education, it is essential that isolated and dispersed critical scholars of childhood rely upon, and tend to, the intellectual "kinship" networks that rest upon the apprenticeship traditions in graduate education.
Perspectives
While seemingly intellectualized, this piece reflects very personal struggles with identity, schooling, seeing my part in colonialism, and how seeking reflexivity in my scholarly practice has helped me to make some sense of my small place and purpose in the world.
Mark Nagasawa
Erikson Institute
Read the Original
This page is a summary of: Be/longing: Reciprocal mentoring, pedagogies of place, and critical childhood studies in the time of Trump, Global Studies of Childhood, June 2017, SAGE Publications,
DOI: 10.1177/2043610617703850.
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Contributors
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