On Mentoring: When the Student is Ready, the Teacher will Appear

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Department or Administrative Unit

Center for Teaching and Learning

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Posited from Paulo Freire's critical pedagogy of literacy, liberatory education is intimately connected with the nexus of power, negotiation and identity. This paper explores the theories and practices of mentoring through the lens of power, experience and knowledge production or re-production. It intends to further scrutinize the teacher-learner relationship by asking how formal schooling can best be applied to the art of effective teaching to have an impact on the learners. The format of mentoring is of great significance particularly in understanding the educational dynamics, its effects and impact. In the literature, discussions on mentoring are positively characterized as emulative, mutual and intellectual for the participants. As reported in the literature, mentoring, in its uniqueness, wrought in both the forces of teaching and pedagogy, and produces longitudinal relational bonds in the participants. Mentoring creates and results in a lasting transformational impact on the individual and a sustainable social relationship.


This article was originally published in International Journal of Learning. The full-text article from the publisher can be found here.

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International Journal of Learning


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