[ecrea] CFP: Communication and Critical/Cultural Mentoring: Experiences from Higher Education

CFP:  Communication and Critical/Cultural Mentoring: Experiences from 
Higher Education


Edited by Ahmet Atay (College of Wooster) and Diana Trebing (Saginaw 
Valley State University)


Mentoring occupies a major role in higher education. We mentor students 
and fellow faculty members, many of whom come from diverse backgrounds, 
such as first-generation, LGBTQ, and other countries among others. 
Perhaps as scholars and educators we do not spend or have enough time 
thinking about mentoring. It might also not be something that we 
formally discussed in graduate school. As we find ourselves mentoring 
various groups of people in higher education, we try to model our own 
mentors who helped us as students or faculty. Due to lack of formal 
training, perhaps we might use a trial-error approach or simply find 
spontaneous ways to mentor. Additionally, we might also spend hours 
trying to solve a problem or deal with issues regarding students or new 
faculty colleagues. We mentor these people, despite the fact that we 
might not be trained, knowledgeable or prepared for specific mentoring 
situations. Similar to undergraduate and graduate students, junior 
faculty also need guidance in their teaching and research. However, in 
some instances, mentoring becomes a secondary issue when, as scholars, 
we are too busy working with students, teaching our classes, and 
conducting our research. Thus, we might neglect our responsibilities to 
mentor students outside the classroom or new faculty who might be 
struggling with different issues, such as maintaining a research agenda, 
becoming a good educator, or balancing their work and personal lives. 
Therefore, mentoring is one of the most crucial aspects of our academic 
lives.

This book will tackle two interrelated issues: The role and importance 
of mentoring in our discipline as well as critical/cultural studies and 
the ways in which we mentor students and junior faculty with diverse 
backgrounds. We invite authors who will present a position or an issue 
in regards to mentoring students and faculty or the lack of it in higher 
education, especially in mentoring new faculty and minority students. 
Our goal is to generate a scholarly discussion by utilizing different 
theoretical models, highlight some of the important issues in mentoring 
as a form of critical and intercultural communication pedagogy, and 
finally to present guidelines and examples to mentor more effectively.

In this project, we see mentoring as a form of critical communication 
pedagogy, outlined by Fassett and Warren (2007), and intercultural 
communication pedagogy, outlined by Atay and Trebing (2017) and Toyosaki 
and Atay (2018). Hence, borrowing from communication pedagogy and 
critical cultural scholars, Calafell (2007), Calafell and 
Gutierrez-Perez (2017) and Chrifi and Calafell (2016), in this book we 
argue that mentoring as a commitment and practice builds on the ideas of 
critical dialogue, embodies critical love and intercultural and 
transnational sense-making, and promotes a web of community that 
cultivates care and commitment.

Topics may include but are not limited to:

1-Theorizing mentoring

2-Critical/Cultural mentoring

3-Queer mentoring

4-Feminist mentoring

5-Mentoring vs. advising

6-Mentoring international students and faculty

7-Mentoring special populations

8-Mentoring junior faculty

9-Mentoring in the digital age

10-Mentoring as dialogue

11-Mentoring as critical love

12-Mentoring in times of crisis

13-Mentoring as a community act

14-New ways of mentoring

15-The good, the bad, and the ugly sides of mentoring

16-The role of mentoring in tenure and promotion

Abstracts are due by Thursday, March 15, 2018, with a word length of no 
more than 500 words, along with pertinent references, contact 
information, and a short biographic blurb of no more 300 words. 
Full-length manuscripts are due on October 1, 2018, with a word length 
of no more than 5,000-7,000 words and in APA style, including 
references, endnotes, and so forth. Please email your abstracts as Word 
documents to both Ahmet Atay ((aatay /at/ wooster.edu)) and Diana Trebing 
(dtrebing@svsu) for an initial review.



Ahmet Atay, Ph.D
Associate Professor
Department of Communication
Chair of Women's, Gender, and Sexuality Studies
College of Wooster
+
Visiting Scholar, CEMP
Bournemouth University

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