ABSTRACT
This chapter conceptualises mentoraship as a mechanism for sustainability in transnational education (TNE) programs. Futuro Infantil Hoy (FIH) mentoraship could function in and across multiple epistemic spaces, and its mission may be expressed as connections and mediated interactions among these intellectual spaces. The FIH mentoraship model has wider implications for the ongoing work of the mentoras in Chile. Mentora training in the FIH program had the potential to disrupt global-local knowledge hierarchies in early education through research collaboration between Australian and Chilean educational actors. The real power of the mentoras lies in their mobility between these spaces, their contribution being in the flows and production of knowledge created through their migration, and the mobilisation of other educational actor's critiques. One of the priorities for mentoraship ought to be researching and the worldwide dissemination of local theoretical knowledge marginalised by the diffusion of western-Anglophone theories. The website uses a cluster-based design, with each mentora organising and coordinating the intra-cluster learning activities.
