ABSTRACT
In Chapter 2, the study’s theoretical framework is introduced. Particular attention is given to how the framework described in Chapter 2 can help rhetoric and writing practitioners examine the articulation of ideologies and practices that are common in the teaching of writing and mentoring. The study is further situated in three connected activities, also described in Chapter 2: (1) examining the relationship between teaching and mentoring; (2) acknowledging the rhetorical invention of mentoring; and (3) locating existing models of mentoring that are culturally and socially situated. These activities are framed by interrogating two approaches to teaching and learning, a cultural studies approach and a decolonial one. It is suggested that the heuristic proposed in this chapter for locating and inventing inclusive and positive mentoring is one of investment instead of enculturation. This distinctive approach to mentoring, which is elaborated on in subsequent chapters, makes space for the many self-identifications of an individual who is part of the mentoring relationship.
