This book extends current research and scholarship around mentoring
and learning theory, illustrating how mentoring creates, enacts,
and sustains multidisciplinary learning in a variety of school,
work, and community contexts. In so doing, it examines the
relationship between teaching and mentoring, acknowledges the
rhetorical invention of mentoring, and recognizes the intersection
of gender identity (as a cultural and identity signifier or marker)
and mentoring. It uses mentoring as a way to reimagine value-added
approaches to research and teaching practices in rhetoric and
composition.
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