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Multidisciplinary Peer-Mentoring Groups Facilitating Change? A Critical Educational Praxis Perspective

Learning and teaching, 2020-12, Vol.13 (3), p.18-40 [Peer Reviewed Journal]

COPYRIGHT 2020 Berghahn Books, Inc. ;2020. This work is published under http://creativecommons.org/licenses/by-nd/4.0 (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. ;ISSN: 1755-2273 ;EISSN: 1755-2281 ;DOI: 10.3167/latiss.2020.130303

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Title:
Multidisciplinary Peer-Mentoring Groups Facilitating Change? A Critical Educational Praxis Perspective
Author: Aarnikoivu, Melina ; Pennanen, Matti ; Kiili, Johanna ; Nokkala, Terhi
Subjects: Attitude Change ; Behavior Change ; Careers ; Collaboration ; College Faculty ; Colleges & universities ; Critical Thinking ; Doctoral Students ; Education parks ; Foreign Countries ; Graduate students ; Higher education ; Interdisciplinary Approach ; Mentoring ; Mentors ; Organizational Change ; Pedagogy ; Peer Groups ; Peers ; Pilot Projects ; Reflexivity ; School facilities ; Social Justice ; Student Attitudes ; Thinking Skills ; Work Environment
Is Part Of: Learning and teaching, 2020-12, Vol.13 (3), p.18-40
Description: This article discusses the potential of multidisciplinary peer-mentoring groups to facilitate individual and institutional change. To do this, we view peer mentoring as a form of "critical education praxis" (Mahon et al. 2019), the purpose of which is to create a space for reflexive thinking and asking critical questions. The data were collected by interviewing all thirteen participants -- doctoral students and more established scholars -- of a multidisciplinary peer-mentoring pilot project. The results show a variety of both individual changes and desired changes within the university, which were brought into view as a result of the sharing of experiences, views and ideas in an open, confidential, multidisciplinary space. Based on these results, we argue that multidisciplinary peer mentoring has a high potential to offer an excellent space for collaborative, critical dialogue, which could ultimately facilitate change among individual academics, but also potentially more widely within higher education institutions.
Publisher: Oxford: Berghahn Journals
Language: English
Identifier: ISSN: 1755-2273
EISSN: 1755-2281
DOI: 10.3167/latiss.2020.130303
Source: Education Resources Information Center (ERIC)
ProQuest Central
DOAJ Directory of Open Access Journals

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Multidisciplinary Peer-Mentoring Groups Facilitating Change? A Critical Educational Praxis Perspective

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