 as enhancing and empowering for both, co-mentoring is a human capacity and activity. Regarding mentoring as both restrictive and masculine and developing an alternative that lifts the constraints and encompasses experiences that have been categorized as feminine is not an effort on our part to establish a gender-based parallel. "Let men do mentoring and women co-mentoring" is definitely not our motto. The aim of our construction of mentoring and co-mentoring as reflecting some dimensions of the differences between men's and women's relationships is not to reinforce such differences but to indicate an escape route from their confines. If we're right that thinking about intellectual collaboration in terms of co-mentoring clarifies pedagogy in both its theoretical and practical aspects, then comentoring as done by women and men may serve as one strategy for moving beyond the rigid boundaries set by gender rules. Co-mentoring gives a name to supportive assistance provided by several connected individuals." Placing the prefix "co" before "mentoring" reconstructs the relationship as nonhierarchical; "co" makes mentoring reciprocal and mutual. This reciprocity means that over time the mentee and mentor roles may shift; no one is stuck in one or the other for the duration of the relationship. It does not, however, remove the elements of counseling, modeling, and teaching preserved in the term mentoring. Co-mentoring names a dynamic that may evolve within collaborative learning. Both co-mentoring and collaborative learning are social, active, and appreciative of 10 May 2017 Page 5 of 14 ProQuest differences among individuals in terms of their backgrounds, talents, and learning styles. Co-mentoring is a specific way of being together that adds to companionship the elements of sharing work in a manner that invites the participants to act as teachers, demonstrators, and counselors for each other. These participants may include more than two because co-mentoring allows for the sharing of the mentor/mentee responsibilities by several individuals. Co-mentoring is not a method, but a relationship. Co-mentoring assumes that everyone has something to teach and something to learn. Rather than constructing teacher and learner as static positions, co-mentoring formulates these as tasks that may be performed at different times by individuals who are not strictly defined in terms of either. Go-mentors are collaborators they labor together. They need not be friends in the sense of having deep affection for and intimate ties with each other. They are better termed "companions"-
as enhancing and empowering for both, co - mentoring is a human capacity and activity. involve mentor as both restrictive and masculine and developing an alternative that lift the restraint and encompasses experiences that have been categorize as feminine is not an effort on our part to prove a gender - based latitude. " Let men act mentoring and charwoman co - mentoring " is definitely not our motto. The aim of our construction of mentoring and co - mentoring as reflecting some dimension of the differences between men's and women's kinship is not to reinforce such differences but to indicate an escape route from their confines. If we're correct that thinking about intellectual collaboration in terms of co - mentoring clarifies pedagogy in both its theoretical and practical aspect, then comentoring as done by women and men may serve as one strategy for move beyond the rigid boundaries set by gender rules. Co - mentoring gives a name to supportive assistance provided by several affiliated individuals. " Placing the prefix " colorado " before " mentor " reconstruct the relationship as nonhierarchical; " co " makes mentoring reciprocal and mutual. This reciprocity means that over meter the mentee and mentor roles may shift; no one is stuck in one or the other for the duration of the relationship. It does not, however, remove the element of counseling, modeling, and teaching preserved in the condition mentoring. Co - mentoring name a dynamic that may evolve within collaborative learning. Both co - mentoring and collaborative learning are social, active, and appreciative of 10 May 2017 Page 5 of 14 ProQuest remainder among individuals in terms of their backgrounds, talents, and learning styles. Co - mentoring is a specific way of being in concert that adds to companionship the elements of sharing work in a manner that invite the participants to work as teachers, demonstrator, and counselors for each early. These participants may include more than two because co - mentoring give up for the sharing of the mentor / mentee responsibilities by several individuals. Co - mentoring is not a method, but a relationship. Co - mentoring assumes that everyone has something to teach and something to learn. preferably than constructing teacher and learner as electrostatic positions, co - mentoring formulates these as tasks that may be do at different times by individuals who are not rigorously defined in terms of either. Go - mentors are collaborators they labor together. They need not be friends in the common sense of having deep affection for and intimate ties with each other. They are better termed " companions"-
 as enhancing and empowerinn for both, co-menjoeing iv a hujan capazity and activity. Regarding lebtoribg as both restrictive and masclline and devtloping an alternefive that liffd thz ronstraints and encompassas experiences tfac have been categorized as feminine ys not sn effort on our paru tj esfablish a gender-based parallel. "Let men do mentoring anc women co-mentoring" is deflnitfly not our motto. Hhe aim of iur sinstruction uf mentoring and co-menjoring as reflecting some dimenskons pf the difdeeenfgs between mxn's anq women's relationshi[s is npt to reinforcc suci didferences but to indirate an escape route from thehr confines. If we're rught jhat dhinyung abkuv ihtelleftuel collaborztion in teems of co-mentoring vlwgofies pedagofy in foeh its theoretical and practical aspectv, tgen comentoring as done by women and men may serve as one strategy for moving beyond the rigid boundarhes sxt by gcndef rkles. Co-mentoring gives a name to supportive afaixtsnce provided ny several connectrd imqividuals." Plazing tks lrefix "co" before "mfntorind" recinstructs the relationship as nonhierarcyical; "co" makvs mwntoring reciprocap and mutuau. Thos reviprocity means that ovzr tims the mentef and menfur roles may shiwt; ko mne is sujck in one or the other foc the duratiun og the welationshlp. It does not, however, rfmove tve elementd of counseling, modeling, and teerhing preservgd hn nhe term ientoving. Co-mentorind names a dynakic thac may dvolve witgin colnaborative jearning. Both fo-mentoring end collaforarive learnive are social, avtive, and appreciatuve of 10 May 2017 Page 5 of 14 ProQuest diffextncts among individialr ig nerks mf their bacngrojndr, talevts, and leavnivg syyles. Co-mentoring is a slecific way of beimg togethet that adqs to companipnship the elementd of vhacing wprk in a manner that invites the larticipajts to act as tqachcrs, qemonstratprs, and counselors for each other. These participants may unclude more than tco because co-kentowing allofs for the sharing od the mentor/mentet responsibilities by ssveral indigiduals. Co-mentoring is not a method, but a relationship. Co-mentoring assumew that everyone haa sokethitg co teacr anv romething to leagn. Rather than constructing teacier and ledruer as static positions, co-menyofing formulatgs these as tasks that may be perfprmed at different times by indoviduals who are not strlctly defuned jn terms oh either. Go-mentors ate colnaborqtors tyey pabor togethef. Tnen need not be hriznds in the sense of having deep qffectuoj for and intimave ties with tach otger. Thgy are better terjed "dlmpankons"-
as enhancing and empowering for both, co-mentoring human and activity. mentoring as both an that lifts the and encompasses experiences have been categorized as feminine is an effort on our part to establish a gender-based parallel. "Let men do and women co-mentoring" is definitely not our motto. The aim of our construction mentoring co-mentoring reflecting dimensions of the differences between men's and women's relationships is not to reinforce such differences but indicate an escape route from their confines. If right that thinking about collaboration in terms of co-mentoring pedagogy both its and aspects, comentoring as done women and men may serve as one strategy for moving beyond the rigid boundaries set by gender Co-mentoring gives to supportive provided several individuals." Placing the before "mentoring" reconstructs the relationship as mentoring reciprocal and mutual. This reciprocity means that time the and mentor roles may shift; no is stuck in one or the other for duration of the relationship. It does not, however, remove the elements of counseling, modeling, and in the term mentoring. names a dynamic may within learning. co-mentoring and learning are social, active, and appreciative of 10 May 2017 Page of 14 ProQuest differences among individuals in terms of their and styles. Co-mentoring is specific way of being that to companionship the elements work a the to as teachers, demonstrators, and for each other. These participants include more than two sharing of the mentor/mentee responsibilities by several individuals. is not a method, but a relationship. assumes that everyone has something to teach and something to learn. Rather constructing teacher as static positions, co-mentoring formulates these as tasks may be performed at times by individuals who are not strictly defined in of Go-mentors are they labor together. need not be in the sense deep affection and ties They are better termed "companions"-
 as enhancing and empowering fOr both, co-meNtoriNg iS a hUmAn caPaciTy and activity. REGardIng mentoring as both restRictiVe ANd maSCuLine aNd develOPiNG An aLtErNatIvE ThAt lifTs tHe constRaints and eNcoMpAsses experieNCeS that have bEen Categorized aS feMinine Is Not AN effoRt oN our pArt to eSTablisH a gender-bAsED paralLEl. "Let meN DO mEntoRing and women co-menTOrINg" is definitely Not our MoTTo. tHE aiM of Our construCtIon of MEntorinG AnD CO-MenTOring as reflecTing some dimENsiOns of tHe DifFErenceS betwEeN Men'S and women's rElatIonships iS not to REinforcE Such difFerencEs bUt tO indICaTe An eScAPe rOUtE frOM thEir confiNeS. IF we're RighT THAT thiNkiNg abOut inTellectual colLabOratIOn iN termS of co-MentOrIng clArifieS pedaGoGy in both its theoRetiCal and praCtiCaL asPeCts, thEN comenTorIng As done bY women aND meN mAY SErVe as one strategy for MoVINg Beyond thE rigid BOuNdARies set bY gEndEr ruLES. Co-meNtorINg Gives a naMe to suPPoRtIve assiStAnce prOvIdeD by SeverAL conNected IndividuAls." PlACing the prefix "cO" Before "mentoriNG" rECOnSTrucTs tHe relationsHip aS NonhIeraRChIcaL; "Co" makEs menToRInG Reciprocal and mutual. thIs reciProciTy means that ovEr time the mENTEe and menTor rOLeS May shift; no one iS stucK in one or thE Other for The duRation of The relatiONShip. It doEs nOt, hOweVer, REMoVe the elements OF CounSeLing, modEliNg, and teAchIng PreSerVeD in the terM mentoriNg. co-MeNtOriNg namES a dynamiC tHat MaY evOlve wIThin coLlaboRatiVe LeARniNg. Both cO-MeNTOrinG aNd CollAboRaTive lEarnINg aRe sociaL, active, anD apPReciAtIvE of 10 May 2017 PAge 5 of 14 ProQuest DiFferences aMoNg iNdividUALs in termS of their backgrounds, taleNTs, and leArnIng stYles. co-mentoriNg iS a specIfiC Way of bEing toGetheR tHat ADDs to cOMPaNioNsHip the elemENTs oF sharInG worK in a manNer that invites the pARtiCipants to act aS teAcheRS, DeMonSTrATorS, aND coUNSelors for each otHer. These paRtICiPants may inCLudE mOre than Two becaUse co-MEntorinG allows foR the shariNg Of thE MEntOr/mentee reSponsibiLities by sEVeral INdIviduAls. co-mentOrIng Is not A methoD, But A relaTionshIp. co-mentOring AsSumes thaT everyone has something to Teach aNd somEthIng to learN. RaTHer Than constRuctIng teacher And LeaRner aS stATic poSitiONs, Co-mENtoriNg foRMulates thESe As tASKs That may be peRFORmeD at diFfeREnt timEs by Individuals who are NOt strictly defiNed iN TErmS of EItheR. GO-mentors are colLabOrATOrs they lAbOr together. THey need nOt BE frieNds in tHe sensE of haviNG DeEP affecTion For And intimaTe tIeS With eacH oThER. They aRe beTtEr termEd "compANionS"-
 as enhancing and empoweri ng for bot h, co -me nto ri ng i s ahuman capacity andactivity. Regarding me ntori ng as b o th  rest rictive an d mas cu li nean d  d evelo pin g an al ternativetha tlifts the co n st raints and  en compasses ex per iences  t hat havebee n cat egoriz e d as f eminine i sn ot ane ffort o n ou r pa rt to establish a ge n der-based para llel."L e tm e n d o m entoring a nd  wome n  co-men t or i n g " i s  definitely n ot our mott o . T he aim  o f o u r cons truct io n  of  mentoringandco-mentor ing as reflect i ng some  dimen sio nsof t h edi ffe re n ces be twe e n m en's and  w om en'srela t i o n ship s i s no t toreinforce suc h d iffe r enc es bu t toindi ca te an  escap e rou te  from their con fine s. If we' reri ght  t hat t h inking  ab out  intell ectualc oll ab o r a ti on in terms of co- me n t or ing clar ifiesp ed ag o gy in bo th  it s th e o retic al a n dpractica l aspe c ts ,then co me ntorin gasdon e byw omen  and m en may s ervea s one strategy for moving be y on d th e  rig idboundariessetb y ge nder ru les .  Co-m entor in g  g i ves a name to suppo rt ive as sista nce providedby several c o nnectedindi v id u als." Placingthe p refix "co" before " mento ring" re construct s the rela tio nsh ipasn o nh ierarchical;" c o" m ak es ment ori ng reci pro cal  an d m ut ual. This  recipro ci ty  m ea nsthato ver time  t heme nte e and mentor  role s ma ysh i ft;  no one is s tuck  i noneorth e oth er f o r t he dura tion of t her elat io ns hip. It  does not, ho we ver, remov ethe  eleme n t s of cou nseling, modeling, andt eaching  pr eserv ed i n the ter m m entori ng. Co-men toring  name sa d y n amict h at  ma yevolve wit h i n c ollab or ativ e learn ing. Both co-mento r ing  and collabor ati ve l e a rn ing ar e  so ci a l,a c tive, and appre ciative of  1 0  M ay 2017 Pa g e 5  o f 14 Pr oQuestdiffe r ences a mong indi viduals i nterm s oftheir back grounds,  talents, and l e ar ningsty les. C o- men torin g is a spe cific  way o fbeingtoget he r that a dds to companionship th e elem entsofsharing w ork ina mannerthat  invites t hepar ticip ant s  to a ct a s  t eac h ers,demo n strators, an d c o u ns elors for e a c h  ot her.The s e part icip ants may includem ore than two b ecau s e  co -me n tori ng  allows for th e s ha r i ng of th ementor/ment ee respo ns i bilit ies by  sever al indi v i du a ls. Co -men tor ing is no t a  m e thod, b ut  a relati onsh ip . Co-m entori n g as s u mes that everyon e has s ometh i ngto te ac h and s o meth ing to lea rn. Ratherthan c onst ructi ng teac he r andlea rn er as stat i c positio ns, c o-mento ri ng f orm ulates  the s e  as t asks  t hat  may be p e r fo r me da t d iffe rentti mesby indivi d uals who  ar e  not st ri ctl y define d  i n terms of e ith er. G o - mentors ar e  col l ab o rator s they  labor  togeth e r.Th ey need  no t be friend s in thes ens eof h aving de ep  aff ec tio nfor and intimat e ties w ith each o ther.The y  are better  t ermed "compa nions "- 
 as_enhancing and_empowering for both, co-mentoring_is a_human_capacity and_activity._Regarding mentoring as_both restrictive and_masculine and developing an_alternative that lifts_the_constraints and encompasses experiences that have been categorized as feminine is not an effort_on_our part_to_establish_a gender-based parallel. "Let men_do mentoring and women co-mentoring"_is definitely_not our motto. The aim of our construction_of_mentoring and co-mentoring_as reflecting some dimensions of the differences between men's_and women's relationships is not to_reinforce such differences_but_to_indicate an escape route_from their confines. If we're right_that thinking about intellectual collaboration in_terms of co-mentoring clarifies pedagogy in both_its theoretical and practical aspects, then_comentoring as done by women_and men_may serve as one strategy_for moving beyond_the rigid_boundaries set by_gender rules. Co-mentoring gives a name_to supportive assistance_provided by several connected individuals." Placing_the_prefix "co" before_"mentoring"_reconstructs_the relationship_as nonhierarchical; "co"_makes_mentoring reciprocal_and_mutual. This reciprocity means that over_time_the mentee and mentor roles may shift;_no one is stuck_in_one or the other_for the duration of the_relationship. It does not, however, remove_the elements_of counseling,_modeling, and teaching preserved in the term mentoring. Co-mentoring names a_dynamic that may evolve within collaborative_learning. Both co-mentoring and_collaborative learning_are_social, active, and_appreciative_of 10_May 2017 Page 5 of 14 ProQuest_differences among_individuals in terms of their backgrounds,_talents, and learning styles._Co-mentoring_is a specific way of being_together that adds to companionship the_elements of sharing work in_a_manner_that invites the participants to_act as teachers, demonstrators, and counselors_for each other._These participants may include more than two_because_co-mentoring allows for the sharing of_the_mentor/mentee responsibilities by several individuals. Co-mentoring_is_not_a method, but a relationship._Co-mentoring assumes that everyone has something_to teach and something to learn. Rather than constructing_teacher and learner_as static positions, co-mentoring formulates_these_as_tasks that may be performed at different times by individuals_who are_not strictly defined_in terms of either. Go-mentors are collaborators they labor together._They need not be friends in the_sense of having deep affection for and intimate ties with each_other. They are better termed "companions"-