 rest of the semester, becoming a continuous study place just before the final exams in the two linked courses. The students showed us that when collaboration works well, it teaches better than any other learning technique. Co-mentoring compels taking responsibility for one's own learning and the learning of others. One student gleefully mentioned that she felt like an artist, constructing the meaning(s) of Walker's text. Both students and teachers were participants in each other's creativity. Though as teachers we did not initially set out to facilitate co-mentoring, the students showed us that that was what we were doing: re-visioning authority, modeling collaborative learning, and relating to each other dialogically. When we began discussing The Color Purple, students readily claimed the language of co-mentoring as an 10 May 2017 Page 7 of 14 ProQuest interpretive lens." They excitedly identified several co-mentoring relations in the novel. Beyond this they experienced The Color Purple as an affirmation of the strength of relationships, especially in how certain qualities of relating may empower us to become different kinds of people. The novel also concretized the main theme of the Ethics course: that morality is not simply about resolving controversial moral dilemmas, but more profoundly it is about what kind of people we want to be. Learning to be ethical takes place in the context of relationships in which we continue to be apprentices while also becoming teachers. We become who we are and develop our ethical perspectives within a continuing set of examples and responses that we experience and reflect upon with others. Ethics and Fiction repeatedly challenged our students' view of their world, of gender, and, consequently, of themselves. As a result, students felt alternately unsettled, liberated, confused, illuminated. We worked hard at creating a classroom environment that would feel safe for students as they took the risks necessarily involved in consciousness-raising and in remaking themselves. These included the risks of conflict in the classroom, as well as with friends and family outside the classroom. Students talked about how taking and talking about these courses had created conflict with friends and classmates who felt threatened by the kinds of questions they were raising. As we read The Color Purple, our students recognized that they, like Celie, were being empowered through co-mentoring to become different people. One vivid expression of empowerment occurred after an exam in Studies in Fiction. Mary Jo returned the essay exams, and, as usual, she asked two or three students to read portions of their essays to the class. One student (H.)
rest of the semester, becoming a continuous study place barely before the concluding exams in the two linked course. The scholar showed us that when collaboration works well, it teach well than any other eruditeness proficiency. Co - mentoring compels taking province for one's own learning and the learning of others. One student gleefully mention that she felt like an artist, constructing the meaning(s) of Walker's text. Both students and teachers were participant in each other's creativity. Though as teachers we did not initially set out to help co - mentoring, the students show us that that was what we were make: re - visioning authority, modeling collaborative learning, and relating to each other dialogically. When we begin discussing The Color Purple, students readily claimed the language of conscientious objector - mentoring as an 10 May 2017 Page 7 of 14 ProQuest interpretive lens. " They excitedly identified several co - mentoring relations in the novel. Beyond this they experienced The Color Purple as an affirmation of the strength of relationships, especially in how certain quality of relating may empower us to become unlike kind of people. The novel also concretized the main root of the Ethics course: that morality is not simply about resolving controversial moral dilemma, but more profoundly it is about what kind of people we want to be. Learning to be ethical takes place in the context of relationships in which we continue to be apprentices while also becoming teachers. We become who we are and develop our ethical position within a continuing stage set of examples and responses that we experience and reflect upon with others. Ethics and Fiction repeatedly challenged our student' view of their world, of gender, and, consequently, of themselves. As a resultant role, students felt alternately unsettled, liberated, broken, illuminated. We worked heavily at creating a classroom environment that would feel safe for students as they took the hazard necessarily involve in consciousness - breeding and in remaking themselves. These included the risks of conflict in the classroom, as well as with friend and family outside the classroom. scholar talked about how taking and talking about these courses had created battle with friends and classmates who felt endanger by the kinds of questions they were raising. As we read The Color Purple, our students recognized that they, like Celie, were being endow through co - mentoring to become different people. One vivid expression of authorization occurred after an exam in Studies in Fiction. Mary Jo fall the essay exams, and, as usual, she asked two or three students to read portions of their essay to the class. One student (H. )
 redt of the semester, becomlng a continuous study 'lace jhst befofe the final exams in the twl oinkee courses. The students showed ud that wyen rollaboration wocis well, it tezghes yevter than any ojher learninc technique. Co-kevtlring compels taking responsibility for onr's own learning wnd uhe leadning of others. One student gleefumly menuioned that she fekt like an artist, construching the meaning(s) of Wwlker's text. Botr students ana teachers were particjpants in each other's creativith. Thobgh as teacyees ag did not inmtiallj set out to nscilitdte co-mrntoring, the sbudenvs syowed us that that wav what we were doigg: re-visimnnng authority, modelint xollatoradive oeafnihg, ahd relwtiig to each kther dialotically. When we begsn eiscussing Ths Colow [urple, students readily claimed the lancuafe of co-mentoring as an 10 May 2017 Page 7 of 14 ProQoest inter[retive lens." They excitedly identified several co-kentocivg xcjxrilns in the novel. Beyond this they experienced Fht Cplor Purple as an affirmayiln jf the strengjh of rzmafionships, especialpy in hjw ceetain quajitirs of relating may empower ys to become eifferent kinds of people. The novgl alsp concretized the main cheme kf the Ethifs course: ghat morality is non sikply about resolving contrjversial norak dilemoas, nut mowe profounfly ib is about what kinf of keople we want tl be. Learning to be ethical takxx place in tne cottext of relabionships in whych we continug to be a'prentkces while also bxcoming teacrers. We becoma who we are end develjp oyr erhical odrspectives wiyhin a couuinuing ser of examples and vespovaes that we expzxitnxe and reflect upun rinh ptrars. Ethics atd Fkctkpn reoeatedly chcluengrd our students' view of fheir world, of gencev, and, conwequentlr, of themselvrs. As a result, stufents feut alyergately unsettled, liberated, conrused, illkmikated. We workqd hqrd at creatnng a classroom environment that would fxel safe for students aw they took the rislx necessariky indolved in consciousness-raisint and in remaking themselves. These incmuded dhe rlsks of conflict in the classroom, as well as with friends and family outsude thx slassroom. Sfudemts tdlhzd aboue hox vaking and talkinb about these courses had creatxd conflicd cith friends and classmates wno felt threateved by the kinds of quesfions thry were raising. As we read The Volor Purple, our studentx recognuzed fhat they, uike Celie, were beong em'oweree throuth cl-mentoring to bevole differfnt keopme. One vivid expression of empowwrment ofcurred after an exam in Stmdles in Fictijn. Mary Jo returhed fje esray exams, and, as usual, she ssked two or three snudqnts to read pigtions of theor essajs to the claxs. One studant (H.)
rest of the semester, becoming a continuous just the final in the two us when collaboration works it teaches better any other learning technique. Co-mentoring compels responsibility for one's own learning and the learning of others. One student gleefully that she felt like an artist, constructing the meaning(s) of Walker's text. Both and were in other's creativity. Though as teachers we did not initially set out to facilitate co-mentoring, the students us that that was what we were doing: authority, modeling collaborative learning, relating to each other dialogically. we discussing The Purple, readily the language of as an 10 May 2017 Page 7 of 14 ProQuest interpretive lens." They excitedly identified several co-mentoring in the this they The Purple an affirmation of of relationships, especially in how certain may empower us to become different kinds of The novel concretized the main theme of the course: that morality is not simply about resolving moral dilemmas, but more profoundly it is about what kind of people we want to to be ethical takes in the context relationships which continue be apprentices also becoming teachers. We become who we are and develop our perspectives within a continuing set of examples and responses that and upon with others. and Fiction repeatedly challenged students' of their world, of consequently, themselves. students alternately liberated, confused, illuminated. We hard at creating a classroom that would feel safe the risks necessarily involved in consciousness-raising and in themselves. These included the risks of conflict the classroom, as well as with friends and family outside the classroom. talked about and talking about these courses had created conflict friends and classmates who threatened by the kinds of questions they were raising. we The Color our students recognized they, like Celie, being empowered through become different One expression after an exam in Studies in Mary returned the essay exams, and, usual, two or three students to read portions of their essays to the class. One student
 rest of the semester, becoming A continuouS studY plAce JuSt beFore The final exams iN The tWo linked courses. The studEnts sHoWEd us THaT when CollaboRAtION woRkS wEll, It TEaChes bEttEr than aNy other leaRniNg Technique. Co-mENtOring compeLs tAking responsIbiLity foR oNe's OWn leaRniNg and The leaRNing of Others. One StUDent glEEfully mENTiOned That she felt like an ARtISt, constructing The meaNiNG(s) OF walKer'S text. Both sTuDents ANd teachERs WERE paRTicipants in eaCh other's creATivIty. ThoUgH as TEacherS we diD nOT inItially set oUt to FacilitatE co-menTOring, thE StudentS showeD us ThaT thaT WaS wHat We WEre DOiNg: rE-VisIoning auThOrIty, moDeliNG COLlabOraTive LearnIng, and relatinG to Each OTheR dialOgicaLly. WHeN we beGan disCussiNg the Color Purple, sTudeNts readilY clAiMed ThE langUAge of cO-meNtoRing as aN 10 May 2017 PagE 7 Of 14 PRoqUESt Interpretive lens." ThEy EXCiTedly ideNtifieD SeVeRAl co-mentOrIng RelaTIOns in The nOVeL. Beyond tHis theY ExPeRienced thE Color puRplE as An affIRmatIon of tHe strengTh of rELationships, espECially in how ceRTaIN QuALitiEs oF relating maY empOWer uS to bECoMe dIFfereNt kinDs OF pEOple. The novel also conCrEtized The maIn theme of the EThics coursE: THAt moraliTy is NOt SImply about resoLving ControversIAl moral dIlemmAs, but morE profoundLY It is abouT whAt kInd Of pEOPlE we want to be. LeARNing To Be ethicAl tAkes plaCe iN thE coNteXt Of relatioNships in WhIcH wE cOntInue tO Be apprenTiCes WhIle Also bEComing TeachErs. WE bEcOMe wHo we are ANd DEVeloP oUr EthiCal PeRspecTiveS WitHin a conTinuing seT of EXampLeS aNd respoNses that we expErIence and reFlEct Upon wiTH Others. EtHics and Fiction repeatedlY ChallenGed Our stUdenTs' view of tHeiR world, Of gENder, anD, conseQuentLy, Of tHEMselvES. as A reSuLt, students FELt aLternAtEly uNsettleD, liberated, confused, ILluMinated. We workEd hArd aT CReAtiNG a CLasSrOOm eNVIronment that wouLd feel safe FoR StUdents as thEY toOk The riskS necessArily INvolved In conscioUsness-raiSiNg anD IN reMaking themSelves. ThEse includED the rISkS of coNflIct in tHe ClaSsrooM, as welL As wIth frIends aNd Family OutsiDe The classRoom. Students talked about How takIng anD taLking abouT thESe cOurses had CreaTed conflicT wiTh fRiendS anD ClassMateS WhO feLT threAtenED by the kinDS oF quESTiOns they were RAISinG. As we ReaD the ColOr PuRple, our students reCOgnized that theY, likE cEliE, weRE beiNg Empowered throuGh cO-mENToring to BeCome differeNt people. onE Vivid ExpresSion of EmpowerMENt OCcurreD aftEr aN exam in StUdiEs IN FictioN. MArY jo retuRned ThE essay Exams, aND, as uSUAl, she asked two or tHree sTUDents TO reAd porTiOns of thEIr esSays to the cLass. One studEnt (H.)
 rest of the semester, bec oming a co ntinu ous  st ud y pl acejust before th e  fin al exams in the two li nkedco u rses .  T he st udentss ho w e d u sth atwh e ncolla bor ation w orks well,  it  t eaches bette r  t han any ot her  learning te chn ique.Co -me n torin g c ompel s taki n g resp onsibilit yf or one ' s own l e a rn ingand the learningo fo thers. One stu dent g le e fu l l y m ent ioned that  s he fe l t likea na r t ist ,  constructing  the meanin g (s)  of Wa lk er' s  text.  Both  s t ude nts and tea cher s were pa rticip a nts ine ach oth er's c rea tiv ity. Th ou ghas tea c he rsw e d id not i ni ti allyseto u t to f aci lita te co -mentoring, t hestud e nts  show ed us  tha tthatwas wh at we  w ere doing: re-v isio ning auth ori ty , m od eling collab ora tiv e learn ing, an d  re la t i n gto each other dial og i c al ly. When  we be g an  d i scussing  T heColo r Purpl e, s t ud ents rea dily c l ai me d the l an guageof  co -me ntori n g as  an 10  May 201 7 Pag e  7 of 14 ProQu e st interpreti v el e ns . " Th eyexcitedly i dent i fied  sev e ra l c o -ment oring  r e la t ions in the novel.Be yond t his t hey experienc ed The Col o r Purple a s an af f irmation of th e str ength of r e lationsh ips,especial ly in how c ertain q ual iti esofr e la ting may empo w e r us  t o becom e d ifferen t k ind s o f p eo ple. Thenovel al so  c on cr eti zed t h e main t he meof  th e Eth i cs cou rse:that  m or a lit y is no t  s i m plyab ou t re sol vi ng co ntro v ers ial mor al dilemm as, butmo re  profou ndly it is ab ou t what kin dofpeople w e want t o be. Learning to be et h ical ta kes  plac e in  the cont ext  of re lat i onship s in w hichwe  co n t inuet o  b e a pp rentices w h i lealsobe comi ng teac hers. We become wh o  we  are and deve lop  our e th ica l  p e rsp ec t ive s within a contin uing set o fe xa mples andr esp on ses tha t we ex perie n ce andreflect u pon withot hers . Eth ics and Fi ction re peatedlyc halle n ge d our  st udents 'vie w oftheirw orl d, of  gende r,  and,conse qu ently, o f themselves. As a resu lt, st udent s f elt alter nat e lyunsettled , li berated, c onf use d, il lum i nated . We wo rke d  hard  atc reating a cl ass r o om  environmen t t hat  woul d f e el saf e fo r students as the y  took the risk s ne c e ssa ril y  inv ol ved in conscio usn es s - raisingan d in remaki ng thems el v es. T hese i nclude d the r i s ks of con flic t i n the cla ssr oo m , as we ll  a s  withfrie nd s andfamily outs i d e the classroom.  Stud e n ts ta l ked  abou thow tak i ng a nd talking  about thes e cour seshad c reatedco nflict  wi th  friends a n d classma tes w ho felt  t hrea ten ed bythek i nds o f qu es tio ns they w e r er ai si n g.As w e rea dTheColor Pur p le, ourstu d ents re co gni z e d that th e y , like Cel ie,  were b eing empow e redt hr o ugh c o-ment oringto beco m e d if ferentpeo p l e. One vi vid expre s sio nof e mpowerme nt  occ ur red  a fter an exam in  Studies  in Fict i o n. Mar y J o  ret u rned t he  essay exams , and ,a s usual , she  askedt woorthr ee s tud ents to read portions of thei r es sayst o t he cl ass.On e studen t  (H. )
 rest_of the_semester, becoming a continuous_study place_just_before the_final_exams in the_two linked courses._The students showed us_that when collaboration_works_well, it teaches better than any other learning technique. Co-mentoring compels taking responsibility for_one's_own learning_and_the_learning of others. One student_gleefully mentioned that she felt_like an_artist, constructing the meaning(s) of Walker's text. Both_students_and teachers were_participants in each other's creativity. Though as teachers we_did not initially set out to_facilitate co-mentoring, the_students_showed_us that that was_what we were doing: re-visioning authority,_modeling collaborative learning, and relating to_each other dialogically. When we began discussing_The Color Purple, students readily claimed_the language of co-mentoring as_an 10_May 2017 Page 7 of_14 ProQuest interpretive_lens." They_excitedly identified several_co-mentoring relations in the novel. Beyond_this they experienced_The Color Purple as an affirmation_of_the strength of_relationships,_especially_in how_certain qualities of_relating_may empower_us_to become different kinds of people._The_novel also concretized the main theme of_the Ethics course: that_morality_is not simply about_resolving controversial moral dilemmas, but_more profoundly it is about what_kind of_people we_want to be. Learning to be ethical takes place in the_context of relationships in which we_continue to be apprentices_while also_becoming_teachers. We become_who_we are_and develop our ethical perspectives within a_continuing set_of examples and responses that we_experience and reflect upon_with_others. Ethics and Fiction repeatedly challenged_our students' view of their world,_of gender, and, consequently, of_themselves._As_a result, students felt alternately_unsettled, liberated, confused, illuminated. We worked_hard at creating_a classroom environment that would feel safe_for_students as they took the risks_necessarily_involved in consciousness-raising and in remaking_themselves._These_included the risks of conflict_in the classroom, as well as_with friends and family outside the classroom. Students talked_about how taking_and talking about these courses_had_created_conflict with friends and classmates who felt threatened by the_kinds of_questions they were_raising. As we read The Color Purple, our students recognized_that they, like Celie, were being empowered_through co-mentoring to become different people. One vivid expression of empowerment_occurred after an exam in Studies in Fiction._Mary Jo returned the essay exams, and,_as usual, she asked_two_or three students to read portions of_their_essays_to_the class. One_student (H.)