A quest for sacred knowledge: Mentorship to partnership

Abstract

Faced with the challenge of developing a mentorship relationship between faculty and graduate students that would result in a partnership, intrepid scholars Becky, Elizabeth, Eryn and Manisha encounter uncertainty, disillusionment and teaching obstacles. Optimism is followed, in their working process, by a search for a meaningful focus for the collaboration that charts new territory and simultaneously captures the interest of each scholar. Beginning with the broad theme of technological tools in teaching, they move to the educational use of video games and settle on the concept of play. Their persistence leads to a change of mission, one that grows out of their mutual work and discussions together, and commitment to their roles in a supportive partnership that involves a 'community of practice' (Wenger et al. 2002). The trust this establishes allows for a questioning of the concept of Sacred Knowledge in Academia during the writing process.