Philosophical Mentoring in Qualitative Research: Collaborating and Inquiring Together

With contributions from advanced, early career, and emerging qualitative scholars, Philosophical Mentoring in Qualitative Research illuminates how qualitative research mentoring practices, relationships, and possibilities of inquiry and teaching come to life under different mentoring philosophies.

What we can know in and about the world is inseparable from our approach(es) to knowing with and in it. And how we mentor in qualitative research matters to what we can know and do as qualitative inquirers. Yet, despite its importance, mentoring is rarely conceptualized as a practice inspiring or inspired by philosophy. This edited book opens a needed space for thinking about mentoring as a philosophical practice. Its thoughtful chapters and artful "mentoring moments" draw on critical, feminist, new materialist, post-structuralist, and other philosophies to make visible, interrupt, reflect, deepen, and expand mentoring practices within the qualitative community revealing what we can know, do, and become through them.

Philosophical Mentoring in Qualitative Research sensitizes readers to mentoring as a philosophical practice. As such, it is essential reading for students and researchers in qualitative research and higher education interested in mentoring practice and humanistic research values.

Kelly W. Guyotte is Associate Professor of Qualitative Research at the University of Alabama, USA, and Coordinator of the Educational Research Program. Inspired by her background in the visual arts, her research interests include gender and equity in higher education, artful inquiry practices, STEAM education, and teaching/mentoring in qualitative inquiry.

Jennifer R. Wolgemuth is Associate Professor of Educational Research at the University of South Florida, USA, and Director of the Graduate Certificate in Qualitative Research. Drawing on critical theories, she explores inquiry as an agential process that investigates and creates the lives and communities to and for which researchers are responsible.