. The quilts and sewing in Walker's text ultimately become an outward symbol of the bonding between women and the potential mending of relations between men and women. Ultimately, Walker expends the meanings of artist and artistry to include an African/American female aesthetic, one that focuses on collaboration and reciprocity. Tutelage occurs mutually between learners at different times during their lives. Thus, the mentor is sometimes the neophyte, though these terms are not quite exact enough to accommodate the concept of co-mentoring. As Walker's text demonstrates, the activity of co-mentoring involves a context of companionship in which learners and teachers participate in a collaborative effort, that is, they labor together to produce something beautiful. The small group reported these fruits of their shared labor to the whole class with satisfaction and pride: they knew their work was good. When their report was almost completed, one of the members of the group declared, "We are co-mentors here." Many others in the class nodded immediately, recognizing the truth of the connection between our classroom experiences and the experiences of Celie with Shug and Sofia. This connection became a recurrent theme throughout the rest of the semester, as the students sought ways of relating the ideas expressed in course readings, about how relationships shape our choices and actions, to their experiences in shaping ties with each other through their shared work. The students in this learning community were a mix of different ages, personalities, and experiences. Some were married, many were not. Some were parents, most were not. Some were lesbians, most were heterosexuals. Most were female. We were companions on a remarkable learning journey. We co-mentored one another, and we supported one another's learning experience. The care that students took to support each other's learning did not rest, for most of them, upon personal friendships or even upon affection. They did come to know each other quite well. They were in class together every day where they interacted frequently in small discussion groups, as well as in the larger full class discussions which were often conducted with students facing one another in a large circle. Although they were not intimate with one another, they did develop a degree of trust that allowed them (in varying degrees) to discuss the course material in terms of their own experiences. The care that students demonstrated toward one another was based on the relationships they developed as a community of learners. It emerged out of their shared experienced that learning can be transformative when students and teachers create a learning community in which
. The quilts and sewing in Walker's text ultimately become an outward symbol of the bonding between women and the likely repair of relation back between men and women. Ultimately, Walker spend the meanings of artist and artistry to admit an African / American female aesthetic, one that focuses on collaboration and reciprocity. Tutelage happen mutually between learners at different time during their lives. Thus, the mentor is sometimes the neophyte, though these terms are not quite exact enough to accommodate the concept of co - mentoring. As Walker's textbook demonstrates, the activity of co - mentoring involves a context of company in which learners and teachers participate in a collaborative effort, that is, they labor in concert to produce something beautiful. The little group reported these fruits of their shared labor movement to the whole class with satisfaction and pride: they knew their work was effective. When their report was almost completed, one of the members of the group declared, " We are co - mentors here. " Many others in the class nodded immediately, recognizing the accuracy of the association between our classroom experiences and the experience of Celie with Shug and Sofia. This connection became a recurrent theme throughout the remainder of the semester, as the students sought ways of relating the theme expressed in course readings, about how relationships determine our choices and actions, to their experiences in shaping ties with each other through their shared employment. The students in this learning community were a mix of different ages, personality, and experiences. Some were married, many were not. Some were parents, most were not. Some were lesbian, most were heterosexuals. Most were female. We were companions on a remarkable learning journey. We co - mentor one another, and we supported one another's learning experience. The care that students took to back each other's eruditeness did not rest, for most of them, upon personal friendships or even upon affection. They did come to know each early quite well. They were in class together every day where they interact frequently in small discussion groups, as well as in the larger full class discussions which were often conducted with students facing one another in a large set. Although they were not intimate with one another, they did develop a academic degree of trust that allowed them (in varying degrees) to discuss the course material in term of their own experiences. The care that students demonstrated toward one another was based on the relationships they develop as a residential district of learners. It emerged out of their shared experienced that learning can be transformative when students and teachers create a learn community in which
. Thf quilts and sewing in Wxlker's text ultnnately becoms an outdard symbol of the bonding bxtwewn wonen and the potential oending ov relatiins uetween men and xkmen. Ulbnmatemn, Walnxr expends the keanings ox artist and astkscry to include an African/American feiale aextjetic, one that foclsqs oh collaboration and reciprocity. Tufelage mccurs mutualky between learners at difverejt times during thfir lives. Tyus, eye mentor is sometimes the neophytg, though these terms are not quige excct enough jo afwommodate tie conbept of co-menbpring. Ds Walkrr's text demonxtretes, the activity of co-meitoring involves a cjntext of ckmpanionship in wyixh ledrness ave tdacgecs larticlpave in a colmaborative wffort, that is, they lwvor together fo proquse something beautiful. The small group gepodted these fruits of thwir shared labor to tje whole slass with satisfaction and pride: they knew their work das gjue. Ahen their report was almost completed, one of fht mvmbers of the gromp declared, "We are cl-mrgtors here." Mavy othzds in the class noddfd immeqiateoy, recognyzinb the truth of the connectiin between olr coassroom experienczs and the erperiemces pf Celie with Shug and Rofiz. This connfction bedxme a recurrent gheke throughout the rest of thq semestec, as che studdnts soughe ways of gelatltg the ideas expredsed nn cogrse readijgs, about how relationships sha'x our choices atd dctions, co thelr experiences yn shaping tiex with zach ogher throufh theic shared worh. The studentv in this leacning comiuniry wwre a mkb of different ages, personalities, and experiences. Spme sere married, mauv qere not. Some wrre pawejtx, imst were not. Somd wdte lerbians, most dere heterosexuals. Most fere female. We were cokpwnions ob a remawkable learnimg journey. We co-mejtorev one enothet, agd we supported one another's lsarning edpevience. The cawe tmat ftudents tpok to support each other's learning did not rest, for mosj of them, upon personcl friendshipx or qven upon affection. They did xome to know each other quite well. Theg were in cpass together every day where they interacted frequently in small discussuon groups, as well as on thv lcrgzr full cladr discussions whpch were often conducted with stndents fachny one another in a large circke. Although thei were not intimate with ohe anothrr, they did develop a degree of trust that allowed them (in varyung dsgrees) to viscuss the course msterian in rerms od thcir own experidncrs. The care thau stbdents demonstrated toward one anither qad based on the rxlationships uhey deneloped as a community kf lswrnerr. It emerged put of their snared experienced thdt learning can vv transformatove whet students aid teachers wreate a learning community in which
. The quilts and sewing in Walker's become outward symbol the bonding between of between men and Ultimately, Walker expends meanings of artist and artistry to an African/American female aesthetic, one that focuses on collaboration and reciprocity. Tutelage occurs between learners at different times during their lives. Thus, the mentor is sometimes neophyte, these are quite exact enough to accommodate the concept of co-mentoring. As Walker's text demonstrates, the activity of involves a context of companionship in which learners teachers participate in a effort, that is, they labor to something beautiful. small reported fruits of their labor to the whole class with satisfaction and pride: they knew their work was good. When their was almost of the of group "We are co-mentors others in the class nodded immediately, of the connection between our classroom experiences and experiences of with Shug and Sofia. This connection a recurrent theme throughout the rest of the as the students sought ways of relating the ideas expressed in course readings, about how our choices and actions, their experiences in ties each through shared work. students in this learning community were a mix of different ages, and experiences. Some were married, many were not. Some were were Some were lesbians, were heterosexuals. Most were We companions on a remarkable We one supported another's experience. The care that took to support each other's did not rest, for friendships or even upon affection. They did come know each other quite well. They were class together every day where they interacted frequently in small discussion groups, well as larger full class discussions which were often conducted students facing one another a large circle. Although they were not intimate with another, did develop degree of trust allowed them (in degrees) to discuss material in of own that students demonstrated toward one another based the relationships they developed as community It emerged out of their shared experienced that learning can be transformative when students and a learning community in
. The quilts and sewing in WalkeR's text ultiMatelY beComE aN outWard Symbol of the bonDIng bEtween women and the potenTial mEnDIng oF ReLatioNs betweEN mEN And WoMeN. UlTiMAtEly, WaLkeR expendS the meaninGs oF aRtist and artiSTrY to include An AFrican/AmericAn fEmale aEsTheTIc, one ThaT focuSes on cOLlaborAtion and rEcIProcitY. tutelagE OCcUrs mUtually between leaRNeRS at different tiMes durInG ThEIR liVes. thus, the menToR is soMEtimes tHE nEOPHytE, Though these teRms are not quITe eXact enOuGh tO AccommOdate ThE ConCept of co-menToriNg. As WalkeR's text DEmonstrATes, the aCtivitY of Co-mEntoRInG iNvoLvES a cONtExt OF coMpanionsHiP iN whicH leaRNERS and TeaCherS partIcipate in a colLabOratIVe eFfort, That iS, theY lAbor tOgetheR to prOdUce something beaUtifUl. The smalL grOuP rePoRted tHEse fruIts Of tHeir shaRed laboR To tHe WHOLe Class with satisfactIoN ANd Pride: theY knew tHEiR wORk was gooD. WHen TheiR REport Was aLMoSt compleTed, one OF tHe Members Of The groUp DecLarEd, "We aRE co-mEntors Here." Many OtherS In the class noddED immediately, rECoGNIzINg thE trUth of the conNectIOn beTweeN OuR clASsrooM expeRiENcES and the experiences oF CElie wiTh ShuG and Sofia. This Connection BECAme a recuRrenT ThEMe throughout thE rest Of the semesTEr, as the sTudenTs sought Ways of relATIng the idEas ExpResSed IN CoUrse readings, aBOUt hoW rElationShiPs shape Our ChoIceS anD aCtions, to tHeir expeRiEnCeS iN shAping TIes with eAcH otHeR thRough THeir shAred wOrk. THe StUDenTs in thiS LeARNing CoMmUnitY weRe A mix oF difFEreNt ages, pErsonalitIes, ANd exPeRiEnces. SoMe were married, MaNy were not. SOmE weRe pareNTS, most werE not. Some were lesbians, mosT Were hetEroSexuaLs. MoSt were femAle. we were ComPAnions On a remArkabLe LeaRNIng joURNeY. We Co-Mentored onE ANotHer, anD wE supPorted oNe another's learning EXpeRience. The care ThaT stuDENtS toOK tO SupPoRT eaCH Other's learning dId not rest, fOr MOsT of them, upoN PerSoNal frieNdships Or eveN Upon affEction. TheY did come tO kNow eACH otHer quite weLl. They weRe in class TOgethER eVery dAy wHere thEy IntEractEd freqUEntLy in sMall diScUssion GroupS, aS well as iN the larger full class discUssionS whicH weRe often coNduCTed With studeNts fAcing one anOthEr iN a larGe cIRcle. ALthoUGh TheY Were nOt inTImate with ONe AnoTHEr, They did deveLOP A deGree oF trUSt that AlloWed them (in varying dEGrees) to discuss The cOURse MatERial In Terms of their owN exPeRIEnces. The CaRe that studeNts demonStRAted tOward oNe anotHer was bASEd ON the reLatiOnsHips they dEveLoPEd as a coMmUnITy of leArneRs. it emerGed out OF theIR Shared experienceD that LEArninG Can Be traNsFormatiVE wheN students aNd teachers cReate a LearNing cOmmunitY iN which
. The quilts and sewing in  Walker'stextult ima te ly b ecom e an outward s y mbol  of the bonding betwee n wom en andt he  pote ntial m e nd i n g o fre lat io n sbetwe enmen and  women. Ul tim at ely, Walkere xp ends the m ean ings of arti stand ar ti str y  to i ncl ude a n Afri c an/Ame rican fem al e  aesth e tic, on e th at f ocuses on collabo r at i on and recipro city.Tu t el a g e o ccu rs mutuall ybetwe e n learn e rs a t  di f ferent timesduring thei r  li ves. T hu s,t he men tor i ss ome times the n eoph yte, thou gh the s e terms are not  quite  ex act  eno u gh  t o a cc o mmo d at e t h e c oncept o fco -ment orin g . A s Wa lke r'stextdemonstrates,  th e ac t ivi ty of  co-m ento ri ng in volves  a co nt ext of companio nshi p in whic h l ea rne rs  andt eacher s p art icipate  in a c o lla bo r a t iv e effort, that is,  t h e ylabor to gether to  p r oduce so me thi ng b e a utifu l. T h esmall gr oup re p or te d these  f ruitsof  th eir  shar e d la bor to  the who le cl a ss with satisf a ction and pri d e: t he y  kne w t heir work w as g o od.When th eir repor t was  a l mo s t completed, one of  t he mem bersof the groupdeclared," W e  are co- ment o rs here." Many ot hersin the cla s s nodded  imme diately,  recogniz i n g the tr uth  of  th e c o n ne ction between o ur c la ssroomexp erience s a ndthe  ex pe riences o f Celiewi th  S hu g a nd So f ia. This  c onn ec tio n bec a me a r ecurr entth em e  th roughou t  t h e  res tof  the  se me ster,  ast hestudent s soughtway s  ofre la ting th e ideas expre ss ed in cour se  re adings , about ho w relationships shape o u r choic esand a ctio ns, to th eir  exper ien c es inshapin g tie swit h eacho t he r t hr ough their s har ed wo rk . Th e stude nts in this learni n g c ommunity were  amixo f  d iff e re n t a ge s , p e r sonalities, and  experienc es .  S ome were m a rri ed , manywere no t. So m e wereparents,most were  n ot.S o mewere lesbi ans, mos t were he t erose x ua ls. M ost  werefe mal e. We  werec omp anion s on a  r emarka ble l ea rning jo urney. We co-mentored o ne ano ther,  an d we supp ort e d o ne anothe r'slearning e xpe rie nce.The carethat st ude n ts to ok t o  supporte ac h o t h er 's learning d i d n ot re st, for mo st o f them, upon pers o nal friendship s or e ven  up o n af fe ction. They di d c om e to knowea ch other qu ite well .T hey w ere in  class  togeth e r  e v ery da y wh ere  they int era ct e d frequ en tl y  in sm alldi scussi on gro u ps,a s  well as in thelarge r fullc las s dis cu ssionsw hich  were ofte n conducted  withstud entsfacingon e anot her  i n a largec ircle. Al thoug h theywe re n otintima te w i t h one  ano th er,  they did d ev e lo pa  de gree  of t ru st t hat allow e d them ( inv aryingde gre e s ) to d i sc u s s the cour semater i a l in terms of t h ei r  ownexperi ences.  The ca r e t ha t stude nts d emonstrat ed toward one  a noth er was b as ed o nthe  r elationships th ey devel oped asa commun ity of l e arners .It emerged o ut of  t h eir sha r e d e xperien c edtha t l earn ing  can be transformative when s tude nts a n d t eache rs cr ea te a lea r ning  communi t y in which
. The_quilts and_sewing in Walker's text_ultimately become_an_outward symbol_of_the bonding between_women and the_potential mending of relations_between men and_women._Ultimately, Walker expends the meanings of artist and artistry to include an African/American female_aesthetic,_one that_focuses_on_collaboration and reciprocity. Tutelage occurs_mutually between learners at different_times during_their lives. Thus, the mentor is sometimes the_neophyte,_though these terms_are not quite exact enough to accommodate the concept_of co-mentoring. As Walker's text demonstrates,_the activity of_co-mentoring_involves_a context of companionship_in which learners and teachers participate_in a collaborative effort, that is,_they labor together to produce something beautiful._The small group reported these fruits_of their shared labor to_the whole_class with satisfaction and pride:_they knew their_work was_good. When their_report was almost completed, one of_the members of_the group declared, "We are co-mentors_here."_Many others in_the_class_nodded immediately,_recognizing the truth_of_the connection_between_our classroom experiences and the experiences_of_Celie with Shug and Sofia. This connection_became a recurrent theme_throughout_the rest of the_semester, as the students sought_ways of relating the ideas expressed_in course_readings, about_how relationships shape our choices and actions, to their experiences in_shaping ties with each other through_their shared work. The_students in_this_learning community were_a_mix of_different ages, personalities, and experiences. Some were_married, many_were not. Some were parents, most_were not. Some were_lesbians,_most were heterosexuals. Most were female._We were companions on a remarkable_learning journey. We co-mentored one_another,_and_we supported one another's learning_experience. The care that students took_to support each_other's learning did not rest, for most_of_them, upon personal friendships or even_upon_affection. They did come to know_each_other_quite well. They were in_class together every day where they_interacted frequently in small discussion groups, as well as_in the larger_full class discussions which were_often_conducted_with students facing one another in a large circle. Although_they were_not intimate with_one another, they did develop a degree of trust that_allowed them (in varying degrees) to discuss_the course material in terms of their own experiences. The care_that students demonstrated toward one another was based_on the relationships they developed as a_community of learners. It_emerged_out of their shared experienced that learning_can_be_transformative_when students and_teachers create a_learning community in_which