Chapter 29: The Power, Politics and Future of Mentoring
Abstract: This chapter explores political contexts which shape questions of
quality and equity through ‘mentoring’ in teacher learning. It draws from
theoretical frameworks underpinning education for authentic democratisation
(Bernstein, 1990, 2000; Mouffe, 2013) as an explanatory framework for Productive Mentoring (Mooney Simmie
& Moles, 2011). The methodology involved a critical analysis of a selected
literature for key features of mentoring frameworks and how ‘teacher knowledge’
and ‘equity’ are positioned. The chapter concludes with critical insights and
considers an aesthetic of possibility into the future.