Abstract
This chapter discusses a process of mentoring two university students (one African the other African-Caribbean) delivering a mentoring programme to eight pupils (African-Caribbean) in a secondary school. It outlines how a flexible curriculum allowed an informal process to become formal within the university and the school. The use of Socratic Dialogue within the mentoring process enabled the university students, who were simultaneously mentors and mentees, to explore the transition between different identities and enhance their development as critical reflective practitioners. It concludes by directly relating the case example to current TEF assessment criteria identifying where mentoring can be beneficially used as a way of tailoring students’ academic experiences.
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du Boulay, D. (2019). Mentoring Mentees to Mentor. In: Snowden, M., Halsall, J. (eds) Mentorship, Leadership, and Research. International Perspectives on Social Policy, Administration, and Practice. Springer, Cham. https://doi.org/10.1007/978-3-319-95447-9_7
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