ABSTRACT
More than a decade ago, my mentor wrote about her frustrating learning experiences as a Peace Corp volunteer in Papua New Guinea. As she put it, “I observed and participated in these daily activities without recognizing them as learning. This non-explicit, nondirective way of teaching did not fit my notions of education” (Huckaby, 2004, p. 79). Ironically, despite her frustration about Papua New Guinean non-explicit teaching, my learning how to be an ethical qualitative researcher mostly came through anecdotal mentoring moments that echo non-explicit ways of teaching and that would not be necessarily considered as teaching in our inquiry seminars' syllabi. Due to the space limit, I will share one such salient moment I have had with her.
