Critical peer mentoring: Aligning values and practice as professional development
Montgomery D.P. Wilson K.
2026Routledge
Innovations in Education and Teaching International
2026#63Issue 2679 - 695 pp.
Critical peer mentoring grounded in the concepts of radical praxis, writing centre practitioner (WCP) identity, and ideological becoming can be a transformative practice. Utilising collaborative autoethnography, two writing centre professionals from distinct contexts–a public US research university and an international branch campus in Qatar–engaged in dialogic mentoring to examine how personal and institutional values shape administrative practices. The study documents the authors’ mentoring practices over a two-year period. We found that ideological tensions, such as hierarchical dynamics and institutional constraints, can be negotiated and addressed through intentional, reflective bi-directional mentoring. Furthermore, peer mentoring rooted in radical praxis fosters critical self-awareness, challenges institutional hierarchies, and supports administrative decision-making that aligns more closely with personal and professional values. We propose a framework for peer mentoring as a pathway to ideological transformation that can nurture both individual growth and systemic change.
collaborative autoethnography , Critical peer mentoring , writing centre administration
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Graduate School of Education, Nazarbayev University, Astana, Kazakhstan
Academic Affairs, Northwestern University in Qatar, Doha, Qatar
Graduate School of Education
Academic Affairs
10 лет помогаем публиковать статьи Международный издатель
Книга Публикация научной статьи Волощук 2026 Book Publication of a scientific article 2026