Mentoring has received significant attention in feminist geography (Moss et al 1999; Mahtani 2004, 2014; Fem-Mentee Collective, 2017) and continues to engage feminist geographers concerned with navigating the academy, helping others to succeed, and in changing the academic work environment/challenging the increasing demands and punitive structures of the neoliberal academy (Mountz et al., 2015). The recent feminist geography conference in Chapel Hill, NC, saw an animated conversation around mentoring that engaged some (not all) of the questions that follow, and raised others not mentioned here. Questions to consider include (but are not limited to):
• Can we mentor into the existing/tightening academic structures and practices, and at the same time seek to create a new, slower, more caring academy?
• Why is mentoring across difference necessary? What kinds of difference (e.g. cultural, linguistic, racialized/ethnic identities, etc.) What tactics make it possible?
• What is the role of professional development in mentoring?
• How do systems of oppression (or inequality) matter in mentoring practice? If intersectionality can help, in what ways can it help? How can an intersectional analysis around caring inform mentoring?
Panelists will have 7 minutes each for opening remarks. The balance of the time available will be used for discussion with and among panelists and audience, as well as questions and answers.
Sponsors: Geographic Perspectives on Women Specialty Group; Gender, Place and Culture: A Journal of Feminist Geography
Fem-Mentee Collective:; Alison L. Bain, Rachael Baker, Nicole Laliberté, Alison Miolan, William J. Payne, Léa Ravensbergen & Dima Saad (2017): Emotional masking and spill-outs in the neoliberalized university: a feminist geographic perspective on mentorship, Journal of Geography in Higher Education, DOI: 10.1080/03098265.2017.1331424
Mahtani, Minelle (2004) Mapping race and gender in the academy: The experiences of women of colour faculty and graduate students in Britain, the US and Canada, Journal of Geography in Higher Education, 28: 1, 91-99, DOI: 10.1080/0309826042000198666
Mahtani, Minelle (2014) Toxic geographies: Absences in critical race thought and practice in social and cultural geography, Social and Cultural Geography 15(4): 359-367 DOI: 10.1080/14649365.2014.888297
Moss, Pamela, Karen J. DeBres, Altha Cravey, Jennifer Hyndman, Katherine K. Hirschboeck & Michele Masucci (1999) Toward mentoring as feminist praxis: Strategies for ourselves and others, Journal of Geography in Higher Education, 23: 3, 413-427, DOI: 10.1080/03098269985371
Mountz, Allison, Anne Bonds, Becky Mansfield, Jenna Loyd, Jennifer Hyndman, Margaret Walton-Roberts, Ranu Basu, Risa Whitson, Roberta Hawkins, Trina Hamilton, Winifred Curran (2015) For slow scholarship: A feminist politics of resistance through collective action in the neoliberal university ACME: An international e-journal for critical geographies 14(4), 1235-1259.
|Panelist||Caroline Faria University of Texas - Austin||16|
|Panelist||Elsa Noterman University of Wisconsin - Madison||8|
|Panelist||Danya Al-Saleh University of Wisconsin||8|
|Panelist||Kathryn Gillespie Wesleyan University||16|
|Panelist||Martina Angela Caretta West Virginia University||8|
|Panelist||Rebecca Theobald University of Colorado Colorado Springs||16|
|Panelist||Ann Oberhauser Iowa State University||8|
|Discussant||Karen Falconer Al-Hindi University of Nebraska Omaha||20|
To access contact information login