individuals who share an association and a common activity. To do their work, co-mentors discover ways of showing each other the way. The awkward quality of the term co-mentoring indicates how impoverished our traditional category system is. It shows how we lack words for relationships in a learning environment that are not hierarchical and dichotomous. Lacking such words, we may be hindered from developing such partnerships. The collaborative learning model's emphasis upon sharing the talks of teacher and student is concretely embodied in the activities of comentoring and the relationships these activities build. Co-mentoring extends our imaginations and invites us to trespass, to cross the lines that divide the experts from the ignorant, the masters from the apprentices, the fathers from the sons. As women have moved in greater numbers and with louder voices into work organizations and college classrooms, the difficulties of living within these visible lines have become all the more apparent. Perhaps many also have the desire to explore another way to work and learn. To summarize, working from our experience in a learning community where students employed the term comentoring to characterize their working relationships, we argue in this essay that this concept bridges insights being developed in various contexts about the need for different ways to understand the connections among learners and workers. The traditional conception of mentoring is androcentric, meaning that it is centered upon the experiences of men, and hierarchical, meaning that it accepts knowledge/power differences as necessary and stable. Some research that examines women's experiences in business organizations and college classrooms suggests that an alternative model is both possible and attractive. This model focuses upon mutuality, shifting exchanges of perspectives and talents, and dispersion of responsibilities and accountability. It provides a perspective on what communal work can mean, which avoids identifying community with in tense personal affection, and which links communal reflection among individuals who share a work with the development of virtuous character and ethical practices. Learning about co-mentoring from The Color Purple Among many other possibilities, Alice Walker's novel, The Color Purple, is about co-mentoring. The characters show one another how to do well in a world that has caused them to suffer relentlessly. By the time we read The Color Purple, the students had established feelings of trust and mutuality with each other, thus enabling a more explicit form of co-mentoring. During the analysis of Walker's novel, the students named what they were doing as comentoring and saw a parallel between their intellectual activity and what they saw happening in the novel between Shug
individuals who share an association and a common natural process. To cause their work, co - mentors discover means of showing each other the room. The awkward timbre of the term co - mentoring indicates how impoverished our traditional category organization is. It shows how we lack actor's line for relationships in a learning environment that are not hierarchical and dichotomous. Lacking such words, we may be hindered from developing such partnership. The collaborative learning model's emphasis upon share the talks of teacher and student is concretely embodied in the activities of comentoring and the relationship these activities build. Co - mentoring extends our imaginations and invite us to trespass, to cross the lines that divide the experts from the ignorant, the masters from the apprentices, the fathers from the sons. As women have moved in greater numbers and with louder voices into work organizations and college classroom, the trouble of living within these visible agate line have become all the more apparent. possibly many besides have the desire to explore another way to work and learn. To summarize, working from our experience in a learning residential district where students employed the term comentoring to characterize their working relationships, we argue in this essay that this concept bridges insights being developed in various contexts about the need for unlike ways to sympathize the connections among learners and workers. The traditional conception of mentoring is androcentric, meaning that it is centered upon the experience of men, and hierarchical, meaning that it accepts cognition / power deviation as necessary and stable. Some research that examine women's experience in business organizations and college classroom suggests that an alternative model is both possible and attractive. This exemplar focuses upon mutuality, careen exchanges of perspectives and talents, and dispersion of responsibilities and accountability. It supply a perspective on what communal study can mean, which avoids identifying community with in tense personal affection, and which links communal contemplation among individuals who share a oeuvre with the development of virtuous quality and ethical practices. Learning about co - mentor from The Color Purple Among many other possibilities, Alice Walker's novel, The Color Purple, is about co - mentoring. The characters show one another how to do well in a world that has caused them to suffer relentlessly. By the meter we take The Color Purple, the students had established feelings of trust and mutuality with each other, thus enable a more explicit form of co - mentoring. During the analysis of Walker's novel, the students named what they were doing as comentoring and saw a parallel between their intellectual activeness and what they saw happening in the novel between Shug
indlviduals who share an asrociation and a common activjty. To du their work, co-mentors discoter qays if showing each other ghe way. Tje awkwaed qnality of the tecj co-menbjrinf indncetes how impovetished our tsaditional catagurv system is. It shows how we lack worqs for tepationships in a ltarging vnyironment that are not hierarchidal and dichotomous. Kacking such words, we may he hlndered from devellping such kzrtgwrships. The zollaboratpre learning model's emphasis upon sharing tfe takks of teaxhwr wtd student ms conbretely embodlvd in tve actifities of comektoriig abd the relationships vhese activities buijd. Co-mentmrnng extends our imagibarions and invkres us tp frespads, vo cross ths lines thar divide the expertx sgpm the ignorznt, thq iasters from the apprentices, the fatherv fdom the sons. As women hqve moved in greater jumbers agd with louder voices into work organizations and collxgd coafreolms, the difficulties of living within these vyainlv lines have becoie all the koge wpparent. Perhxps maug zlso have the desige to evplorw another way to work and learn. To summaeize, working drom our experiencz in a learnnng cokmuniyy where students emploved ths term comejtoring tk characterize thdir wmrking rtuationships, we ardue in thms esxay thag thos consept bridgfs insights being develooed iu varhous contedts about the need for differenv ways to undgrsdang the counectipns among leawners and workgrs. The txaditiunal conceition of kentoring if androcentriw, meaning thav it is cqnteeed ypon thd experiences og men, and hierarchixal, meaning that ib accgpfs knowledge/powzx eifferences as mecdsswrj aid stwtle. Some resaarcf tfst exxmines womek's dxpetiences in business mrgahizations and collrgc classroims suggqsts that an slternative model ls bovh posrible anq attractive. This model focusea upon muhuajity, shiftind exghandes of perxpectives and talents, and dispersion of responsibilities qnd accountability. Nt provides a pers[ective ot what communal work can mean, which ayoids identifying commhnity fith ln tense personal affection, and which links communal reflection among induviduals who share a wprk wpth che devqloplxnt of virtuous cnaracter and ethical practices. Uearning ayout co-mentoring from The Colpr Purple Among many other possibilitiea, Alice Ealker's novel, The Color Purple, os about co-mentoring. The charactwrs sgow onv aiother how to do welk in a worle that yas gaused them to sugfcr relentlfsslb. Bv the time we read The Color Purpoe, the shudents had estaulished feellnns of jrust anq mutuality with eacg othet, thus enablinb a more explivit form of co-mentorpng. During the anqmysis of Waller's nonel, the studeits named whdt they were doing as comentoring and saw a parallem between their iktellectual activovy and what they saw hapienind in the novel betwean Shug
individuals who share an association and a To their work, discover ways of The quality of the co-mentoring indicates how our traditional category system is. It how we lack words for relationships in a learning environment that are not and dichotomous. Lacking such words, we may be hindered from developing such partnerships. collaborative model's upon the talks of teacher and student is concretely embodied in the activities of comentoring and the these activities build. Co-mentoring extends our imaginations and us to trespass, to the lines that divide the from ignorant, the from apprentices, fathers from the As women have moved in greater numbers and with louder voices into work organizations and college classrooms, difficulties of these visible have all more apparent. Perhaps have the desire to explore another and learn. To summarize, working from our experience a learning where students employed the term comentoring characterize their working relationships, we argue in this that this concept bridges insights being developed in various contexts about the need for different understand the connections among and workers. The conception mentoring androcentric, that it centered upon the experiences of men, and hierarchical, meaning that it knowledge/power differences as necessary and stable. Some research that examines in organizations and college suggests that an alternative is possible and attractive. This upon shifting and and of responsibilities and accountability. provides a perspective on what work can mean, which tense personal affection, and which links communal reflection individuals who share a work with the of virtuous character and ethical practices. Learning about co-mentoring from The Color Among many Alice Walker's novel, The Color Purple, is about The characters show one how to do well in a world that has them suffer relentlessly. the time we The Color Purple, students had established trust and with other, more explicit form of co-mentoring. During analysis Walker's novel, the students named they as comentoring and saw a parallel between their intellectual activity and what they saw happening novel between Shug
individuals who share an assoCiation and A commOn aCtiViTy. To Do thEir work, co-mentoRS disCover ways of showing each Other ThE Way. THE aWkwarD qualitY Of THE teRm Co-MenToRInG indiCatEs how imPoverished Our TrAditional catEGoRy system is. it sHows how we lacK woRds for ReLatIOnshiPs iN a leaRning eNVironmEnt that arE nOT hieraRChical aND DiChotOmous. Lacking such wORdS, We may be hindereD from dEvELoPINg sUch PartnershiPs. the coLLaboratIVe LEARniNG model's emphasIs upon shariNG thE talks Of TeaCHer and StudeNt IS coNcretely embOdieD in the actIvitieS Of comenTOring anD the reLatIonShipS ThEsE acTiVItiES bUilD. co-mEntoring ExTeNds ouR imaGINATionS anD invItes uS to trespass, to CroSs thE LinEs thaT diviDe thE eXpertS from tHe ignOrAnt, the masters frOm thE apprentiCes, ThE faThErs frOM the soNs. AS woMen have Moved in GReaTeR NUMbErs and with louder voIcES InTo work orGanizaTIoNs ANd collegE cLasSrooMS, The diFficULtIes of livIng witHIn ThEse visiBlE lines HaVe bEcoMe all THe moRe appaRent. PerhAps maNY also have the deSIre to explore aNOtHER wAY to wOrk And learn. To sUmmaRIze, wOrkiNG fRom OUr expErienCe IN a LEarning community wheRe StudenTs empLoyed the term cOmentoring TO CHaracterIze tHEiR Working relatioNshipS, we argue in THis essay That tHis concePt bridges INSights beIng DevEloPed IN VaRious contexts ABOut tHe Need for DifFerent wAys To uNdeRstAnD the conneCtions amOnG lEaRnErs And woRKers. The tRaDitIoNal ConcePTion of MentoRing Is AnDRocEntric, mEAnING thaT iT iS cenTerEd Upon tHe exPEriEnces of Men, and hieRarCHicaL, mEaNing thaT it accepts knoWlEdge/power dIfFerEnces aS NEcessary And stable. Some research thAT examinEs wOmen's ExpeRiences in BusIness oRgaNIzatioNs and cOllegE cLasSROoms sUGGeSts ThAt an alternATIve Model Is Both PossiblE and attractive. This MOdeL focuses upon mUtuAlitY, SHiFtiNG eXChaNgES of PERspectives and taLents, and diSpERsIon of respoNSibIlIties anD accounTabilITy. It proVides a perSpective oN wHat cOMMunAl work can mEan, which Avoids ideNTifyiNG cOmmunIty With in TeNse PersoNal affECtiOn, and Which lInKs commUnal rEfLection aMong individuals who share A work wIth thE deVelopment Of vIRtuOus characTer aNd ethical pRacTicEs. LeaRniNG abouT co-mENtOriNG from the COLor Purple aMoNg mANY oTher possibiLITIes, alice walKEr's novEl, ThE Color Purple, is aboUT co-mentoring. ThE chaRACteRs sHOw onE aNother how to do wEll In A WOrld that HaS caused them To suffer ReLEntleSsly. By The timE we read tHE COLor PurPle, tHe sTudents haD esTaBLished fEeLiNGs of trUst aNd MutualIty witH Each OTHer, thus enabling a More eXPLicit FOrm Of co-mEnToring. DURing The analysiS of Walker's nOvel, thE stuDents Named whAt They weRe dOiNg as comentORing and saW a parAllel beTwEen tHeiR intelLectUAL actiVity AnD whAt they saw HAPpENiNg IN thE novEl betWeEn ShUg
individuals who share an a ssociation  anda c omm on  act ivit y. To do their work , co-mentors discoverwaysof show i ng  each  othert he w ay.  T he  aw kw a rd  qual ity  of the  term co-m ent or ing indicate s  h ow impover ish ed our tradi tio nal ca te gor y  syst emis. I t show s  how w e lack wo rd s  for r e lations h i ps  ina learning enviro n me n t that are not  hiera rc h ic a l  an d d ichotomous .Lacki n g suchw or d s ,  we may be hinder ed from dev e lop ing su ch  pa r tnersh ips.Th e  co llaborative  lea rning mod el's e m phasisu pon sha ring t hetal ks o f  t ea che ra nds tu den t  is  concret el yembod iedi n t he a cti viti es of  comentoringand  the rel ation ships  the se  acti vities  buil d.  Co-mentoring e xten ds our im agi na tio ns  andi nvites  us  to  trespa ss, toc ros st h e  l ines that divide t he e xp erts fro m thei gn or a nt, thema ste rs f r o m the  app r en tices, t he fat h er sfrom th esons.As  wo men  have move d in g reater n umber s  and with loud e r voices into wo r k  o r gani zat ions and co lleg e  cla ssro o ms , t h e dif ficul ti e so f living within the se  visib le li nes have beco me all the m o re appar ent. Pe r haps many also  have  the desir e  to expl ore a nother w ay to wor k and lear n.Tosum mar i z e,  working from o ur e xp erience  in  a lear nin g c omm uni ty  where st udents e mp lo ye dthe  term comentor in g t ocha racte r ize th eir w orki ng  r e lat ionship s ,w e  arg ue  i n th ises say t hatt his  concep t bridges  in s ight sbe ing dev eloped in var io us context sabo ut the n eed fordifferent ways to under s tand th e c onnec tion s among l ear ners a ndw orkers . Thetradi ti ona l conce p t io n o fmentoringi s  an droce nt ric,  meanin g that it is cente r edupon the expe rie nces o fmen ,  a n d h ie r arc h i cal, meaning th at it acce pt s  k nowledge/p o wer  d ifferen ces asneces s ary and  stable.Some rese ar ch t h a t e xamines wo men's ex periences in bu s in ess o rga nizati on s a nd co llegec las sroom s sugg es ts tha t anal ternativ e model is both possibl e andattra cti ve. Thismod e l f ocuses up on m utuality,shi fti ng ex cha n ges o f pe r sp ect i ves a nd t a lents, an d  d isp e r si on of respo n s i bil ities  an d  accou ntab ility. It provide s  a perspective  onw h atcom m unal  w ork can mean,whi ch a voids id en tifying com munity w it h  in t ense p ersona l affec t i on ,  and w hich  li nks commu nal  r e flectio nam o ng ind ivid ua ls who  share a wo r k  with the develo pment o f vir t uou s cha ra cter an d  eth ical pract ices. Learn ing ab outco-me ntoring  f rom Th e C ol or PurpleA mong many  othe r possi bi liti es,  Alice  Wal k e r's n ovel ,The  Color Pu r p le ,  i sa bou t co -ment or ing.  The char a cters sh owo ne anot he r h o w  to do we l l  in a worl d t hat h a s  caused th e m to su f fer r elentl essly.  By the tim ewe read  Th e Color Pur ple, thes tud en ts h ad estab li shed  f eel in gs of trust and  mutuali ty withe a ch oth er, thus enabli ng  a more expl icitfo r m of co - m ent oring.D uri ngthe  ana lys is o f  Walker's novel, the stu dent s nam e d w hat t hey w er e doinga s co mentorin g  and saw a pa rallel betweent hei r  int ell e ct ua l activit y a n d wha t th eysawhap peni n g  int he n o ve l be tweenShug 
individuals who_share an_association and a common_activity. To_do_their work,_co-mentors_discover ways of_showing each other_the way. The awkward_quality of the_term_co-mentoring indicates how impoverished our traditional category system is. It shows how we lack_words_for relationships_in_a_learning environment that are not_hierarchical and dichotomous. Lacking such_words, we_may be hindered from developing such partnerships. The_collaborative_learning model's emphasis_upon sharing the talks of teacher and student is_concretely embodied in the activities of_comentoring and the_relationships_these_activities build. Co-mentoring extends_our imaginations and invites us to_trespass, to cross the lines that_divide the experts from the ignorant, the_masters from the apprentices, the fathers_from the sons. As women_have moved_in greater numbers and with_louder voices into_work organizations_and college classrooms,_the difficulties of living within these_visible lines have_become all the more apparent. Perhaps_many_also have the_desire_to_explore another_way to work_and_learn. To_summarize,_working from our experience in a_learning_community where students employed the term comentoring_to characterize their working_relationships,_we argue in this_essay that this concept bridges_insights being developed in various contexts_about the_need for_different ways to understand the connections among learners and workers. The_traditional conception of mentoring is androcentric,_meaning that it is_centered upon_the_experiences of men,_and_hierarchical, meaning_that it accepts knowledge/power differences as necessary_and stable._Some research that examines women's experiences_in business organizations and_college_classrooms suggests that an alternative model_is both possible and attractive. This_model focuses upon mutuality, shifting_exchanges_of_perspectives and talents, and dispersion_of responsibilities and accountability. It provides_a perspective on_what communal work can mean, which avoids_identifying_community with in tense personal affection,_and_which links communal reflection among individuals_who_share_a work with the development_of virtuous character and ethical practices._Learning about co-mentoring from The Color Purple Among many_other possibilities, Alice_Walker's novel, The Color Purple,_is_about_co-mentoring. The characters show one another how to do well_in a_world that has_caused them to suffer relentlessly. By the time we read_The Color Purple, the students had established_feelings of trust and mutuality with each other, thus enabling a_more explicit form of co-mentoring. During the analysis_of Walker's novel, the students named what_they were doing as_comentoring_and saw a parallel between their intellectual_activity_and_what_they saw happening_in the novel_between Shug