The Critical Pedagogy of Mentoring: Undergraduate Researchers as Mentors in Youth Participatory Action Research

Doing leadership development through mentoring in a social learning space: the case of the inaugural Leadership Learning Lab

“…In the Lab, for example, such aspirations included participants' development of their leadership and their self-identification as leaders (Mascolo, 2009; Palmero et al. , 2010; Pyne et al. , 2014; Guthrie et al.…”

“…We contend that this multi-directionality too was democratizing. We locate some of the Lab's democratizing capacity in the multi-positionality of its participants: mentors and mentees were continuously shifting between the roles of mentor, mentee and peer-mentor (Pyne et al. , 2014).…”

“…The decision to ground the Lab in a social learning approach was informed by research demonstrating that humans learn efficiently, saliently and lastingly through interaction and engagement with one another in pursuit of similar aspirations. In the Lab, for example, such aspirations included participants' development of their leadership and their self-identification as leaders (Mascolo, 2009;Palmero et al, 2010;Pyne et al, 2014;Guthrie et al, 2017;Mahoney, 2017;Wenger-Trayner and Wegner-Trayner, 2020).…”

“…We contend that this multidirectionality too was democratizing. We locate some of the Lab's democratizing capacity in the multi-positionality of its participants: mentors and mentees were continuously shifting between the roles of mentor, mentee and peer-mentor (Pyne et al, 2014). As a result, participants' sense of value may have been situated, at least in part, in their experience of multi-positionality, which enabled them to be both active learners and teachers, "rather than just being a recipient" (Pyne et al, 2014;Palmero et al, 2010Palmero et al, , p. 1461).…”

“…We locate some of the Lab's democratizing capacity in the multi-positionality of its participants: mentors and mentees were continuously shifting between the roles of mentor, mentee and peer-mentor (Pyne et al, 2014). As a result, participants' sense of value may have been situated, at least in part, in their experience of multi-positionality, which enabled them to be both active learners and teachers, "rather than just being a recipient" (Pyne et al, 2014;Palmero et al, 2010Palmero et al, , p. 1461). Thomas, for example, expressed his perception of his own multi-positionality in his comments about the mentor presessions (led by Lab organizer-facilitators) that he attended: I guess in that realm you talk about .…”