Abstracts
Abstract
Tangled Threads, a case study of a group of women art educators, examines the nature of mentoring relationships within the context of a professional association. Grounded in literature on community of practice, relational and peer mentoring, and an ethic of care, the study uncovers the complex interconnections between women’s professional and personal lives that serve to create contexts for fluid and diverse mentoring experiences.
Résumé
Fils emmêlés (Tangled Threads) est une étude de cas regroupant un groupe d’enseignantes en art. Elle examine les relations de mentorat prévalant dans le contexte d’une association professionnelle. Basée sur la littérature publiée sur les communautés de pratique, le mentorat relationnel et par les pairs ainsi que sur l’éthique des soins, cette étude lève le voile sur les interconnections complexes se tissant entre les vies professionnelles et personnelles des femmes. L’étude de cas souligne ainsi la manière dont ces liens favorisent la création d’un contexte propice à des expériences fluides et diverses de mentorat.
Download the article in PDF to read it.
Download
Appendices
Remerciements
I gratefully thank my collaborators on this research: Jennifer Eiserman, Pam Krakowski, Marissa McClure, Penelope Miller, Annette Swann and Christine Thompson.
I would also like to thank Pam Bishop and Lynn Bosetti for comments on a draft of this paper.
Notes biographiques
PATRICIA TARR is an associate professor in the Faculty of Education at the University of Calgary. With research interests in both early childhood and art education, she has been particularly interested in the Reggio Emilia approach to early childhood education since the 1990s. Her publications include articles on art education for young children, pedagogical documentation, and classroom environments
PATRICIA TARR est professeur associée à la Faculté des sciences de l’éducation de l’Université de Calgary. S’intéressant à la fois à l’éducation de la petite enfance et de l’enseignement de l’art, elle a un attrait particulier pour l’approche en éducation de la petite enfance Reggio Emilia depuis les années 1990. Ses publications comprennent des articles sur l’enseignement des arts auprès des jeunes enfants, sur la documentation pédagogique et sur les environnements de classe.
Bibliographie
- Belenky, M., Clinchy, B., Goldberger, N. & Tarule, J. (1986). Women’s ways of knowing: The development of self, voice, and mind. New York: Basic Books.
- Bennion, E. (2004). The importance of peer mentoring for facilitating professional and personal development. Political Science and Politics, 37 (1), January, pp. 111-113. Retrieved from http://www.jstor.org/stable/4488784
- Bosetti, L., Kawalilak, C., & Patterson, P. (2008). Betwixt and between: Academic women in transition. Canadian Journal of Higher Education, 38(2), pp. 95-115.
- Chase, S. (2008). Narrative inquiry: multiple lenses, approaches, voices. In N. Denzin & Y. Guba (Eds.), Collecting and interpreting qualitative materials (pp. 57-94). Thousand Oaks, CA: Sage.
- Creswell, J. (1994). Research design: Qualitative & quantitive approaches. Thousand Oaks, CA: Sage.
- Dahlberg, G. & Moss, P. (2006). Introduction: Our Reggio Emilia. In C. Rinaldi. In dialogue with Reggio Emilia: Listening, researching and learning (pp. 1-22). New York: Routledge.
- Edwards, C. (1998). Partner, nurturer, guide: The role of the teacher. In C. Edwards, L. Gandini & G. Forman (Eds.), The hundred languages of children. The Reggio Emilia approach – advanced reflections (second edition) (pp. 179-198). Greenwich, CT: Ablex.
- Fletcher, J. & Ragins, B. (2007). Stone Center Relational Cultural Theory: A window on relational mentoring. In B. Ragins and K. Kram (Eds.), The handbook of mentoring at work: Theory, research and practice (pp. 273-297). Thousand Oaks, CA: Sage.
- McGuire, G. & Reger, J. (Spring, 2003). Feminist co-mentoring: A model for academic professional development. NWSA Journal, 15(1), pp. 54-72. Retrieved from http://find.galegroup.com.ezproxy.lib.ucalgary.ca/gtx/infomark.do?contentSet=IACDocuments&docType=IAC&type=retrieve&tabID=T001&prodId=AONE&docId=A100607423&userGroupName=ucalgary&version=1.0&source=gale&infoPage=infoMarkPage
- McKeen, C., & Bujaki, M. (2007). Gender and mentoring: Issues, effects and opportunities. In B. Ragins and K. Kram (Eds.), The Handbook of mentoring at work: Theory, research and practice. (pp. 197-222). Thousand Oaks, CA: Sage.
- McManus, S. & Russell, J. (2007). Peer mentoring relationships. In B. Ragins and K. Kram, (Eds.), The handbook of mentoring at work: Theory, research and practice (pp. 273-297). Thousand Oaks, CA: Sage.
- Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
- Noddings, N. (1992). The challenge to care in schools. New York: Teachers College Press.
- Porter, E. (1996). Women and friendships: Pedagogies of care and relationality. In C. Luke (Ed.), Feminisms and pedagogies of everyday life (pp. 56-79). Albany, NY: State University of New York.
- Ragins, B. & Kram, K. (Eds.), (2007). The handbook of mentoring at work: Theory, research and practice. Thousand Oaks, CA: Sage.
- Ragins, B. & Verbos, A. (2007). Positive relationships in action. In J. Dutton & B. Ragins (Eds.), Exploring positive relationships at work: Building a theoretical and research foundation (pp. 91-116). Mahwah, NJ: Lawrence Erlbaum Associates.
- Thompson. C. (Ed.), (1995). The visual arts and early childhood learning. Reston, VA: National Art Education Association.
- Wenger, E. (June, 2006). Communities of practice: A brief introduction. Retrieved from www.ewenger.com/theory/
- Wenger, E., McDermott, R. & Snyder, W. (2002). Cultivating communities of practice. Boston, MA: Harvard Business School Press.