Seeing behind the curtain: Reverse Mentoring within the Higher Education landscape

Cain, Liz; Goldring, John E.; Westall, Adam

doi:10.1080/13562517.2022.2129963

Cited by 8 publications

(5 citation statements)

References 41 publications

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“…Reflexivity is an important tool that is embedded throughout learning and teaching practices (Cain et al, 2022 ). Reflexivity encourages dialogue that considers beliefs, interests, experiences and values that may impact upon the classroom environment.…”

Section: A Note On Reflexivity Within Queering the Classroom: Our Pos...mentioning

confidence: 99%

“…It is important to note that there is no prior demographic data within student systems that captures protected characteristics such as Lesbian, Gay, Bisexual, Trans or Queer identity in England and Wales. However, notable exceptions include the possibility of disclosure if a student chooses to be in learner inclusion plans, whereby students are known to student services (Cain et al, 2022 ). This raises further complexities as sexuality and gender identity are sometimes disaggregated from student demographic profiles that increases the possibility of Higher Education professionals working within assumptions and bias.…”

Section: Background: Teaching Queer Criminology As a Flipped Classroo...mentioning

confidence: 99%

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Criminalised, victimised or other? A reflexive engagement with Queer Criminology utilising a relational pedagogical approach

Wrigley,

Koumentaki

2024

Front. Sociol.

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Queer Criminology is a newfound area of exploration within the discipline of Criminology, which is uniquely positioned to deal with issues regarding crime and victimisation concerning those from the LGBTQIA+ community and gender diverse/minoritized groups. The field of “Queer Criminology” has become vast and expanding, having explored issues of interpersonal, structural and systematic inequality concerning those from the community and beyond. To this end, narratives of victimisation, trauma and injustice have dominated (and limited) understandings of Queer Criminology. Moreover, limited thinking has been attributed within the Scholarship of Teaching and Learning (SOTL), which seeks to understand LGBTQIA+ individuals and groups—beyond binarized thinking of victimhood or criminalised. In this article, we offer the perspectives of two higher education professionals teaching Queer Criminology in a “flipped” classroom environment, which positions the learner as expert within the subject matter and utilises a relational pedagogy lens to do so. We discuss the use of our reflexive practice, as both Feminist Decolonial and Queer Criminologists. The article touches upon trauma informed approaches to teaching Queer Criminology. We offer several steps in building a coalition of learning, which can unpick the potential policy, theory, and practical tensions of teaching Queer Criminological Scholarship.

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Section: A Note On Reflexivity Within Queering the Classroom: Our Pos...mentioning

confidence: 99%

Section: Background: Teaching Queer Criminology As a Flipped Classroo...mentioning

confidence: 99%

Criminalised, victimised or other? A reflexive engagement with Queer Criminology utilising a relational pedagogical approach

Wrigley,

Koumentaki

2024

Front. Sociol.

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“…Although reverse mentoring was first introduced to high-tech companies such as General Motors, Unilever (Chaudhuri & Ghosh, 2012), its application has also gained widespread popularity in educational settings (e.g., Cain et al, 2022;Clarke et al, 2019;Curtis et al, 2021;Leedahl et al, 2019;Zauchner-Studnicka, 2017). For example, Cain et al (2022) investigated how reverse mentoring could enhance staff-student relations by gaining a better understanding of one another's perspectives. Curtis et al (2021) explored reverse mentoring as a way to challenge the deficit discourse of underrepresented students in medical schools.…”

Section: Introductionmentioning

confidence: 99%

“…Although reverse mentoring was first introduced to high‐tech companies such as General Motors, Unilever (Chaudhuri & Ghosh, 2012), its application has also gained widespread popularity in educational settings (e.g., Cain et al., 2022; Clarke et al., 2019; Curtis et al., 2021; Leedahl et al., 2019; Zauchner‐Studnicka, 2017). For example, Cain et al.…”

Section: Introductionmentioning

confidence: 99%

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Ready to learn from your students? Chinese undergraduate students' experiences of informal reverse mentoring

Hu,

Zhou

2023

Future in Educational Research

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This study explores the potential of reverse mentoring as a way to renew the student–supervisor relationship in the Chinese higher education setting. We interviewed 17 Chinese undergraduates who engaged in informal reverse mentoring with their supervisors while working on undergraduate research projects. The findings reveal the existence of informal reverse mentoring dynamics between Chinese undergraduate students and their supervisors in three specific areas: (1) students provide fresh perspectives and expand their supervisors' ideas; (2) students actively introduce new research tools and techniques to their supervisors; and (3) students challenge their supervisors' viewpoints, including identifying their mistakes. Our study also shows that informal reverse mentoring benefits supervisors primarily through enhanced professional development and benefits students through increased sense of fulfillment, self‐confidence, and engagement. The analysis further identifies several personal and contextual factors that influence the practice of informal reverse mentoring. We also discuss the potential of (informal) reverse mentoring as a tool for intergenerational learning and the key role of the supervisor as a change agent to innovate their interaction style with Generation Z students.

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Institutional reverse mentoring: Bridging the student/leadership gap

O'Connor,

Barraclough,

Gleadall

et al. 2024

British Educational Res J

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There is growing interest in reverse mentoring from an equity, diversity and inclusion (EDI) perspective across the higher education (HE) sector. An interesting and under‐explored area is the extent to which reverse mentoring may be utilised to connect the student body with university leadership, a significant category of people making decisions that impact on student experiences but whom students may rarely (or in some cases never) interact with, often being associated with the idea of the faceless ‘university’. Consideration of the disconnect between students and university leaders and what, if anything, reverse mentoring conversations can bring to this space, has been limited. This paper shines a light on these relationships (and their importance) through its critical exploration of a reverse mentoring scheme via which students at a range of levels and from diverse disciplines and under‐represented backgrounds mentored senior leaders within a Russell Group university on EDI‐related topics. It is one of the first studies to collaboratively consider the perspectives of mentors (students from under‐represented backgrounds) and mentees (those in senior leadership positions), exploring the role and impact of reverse mentoring via novel applications of adapted indicators of leader–member exchange theory and facets of multicultural, ecological and relational mentoring. Key themes include understanding diverse identities, navigating hierarchies, influencing institutional change, creating compassionate, safe spaces and transforming practice through engagement with lived‐experience expertise. This paper seeks to further develop understanding of the intersections between student belonging and HE leadership through the vehicle of reverse mentoring.

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Seeing behind the curtain: Reverse Mentoring within the Higher Education landscape

Cited by 8 publications

References 41 publications

Criminalised, victimised or other? A reflexive engagement with Queer Criminology utilising a relational pedagogical approach

Criminalised, victimised or other? A reflexive engagement with Queer Criminology utilising a relational pedagogical approach

Ready to learn from your students? Chinese undergraduate students' experiences of informal reverse mentoring

Institutional reverse mentoring: Bridging the student/leadership gap

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