Troubling the taken-for-granted : mentoring relationships among women teachers
This dissertation challenges the traditional patriarchal conception of mentoring, in which mentors are cast as experts and the task for novices is to assimilate their mentors' knowledge and proposes an alternate feminist conception in which mentors and novices are learner-teachers. The conce...
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| Language: | English |
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2009
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| Online Access: | http://hdl.handle.net/2429/10918 |