This essay offers a conversation on mentoring within dissertation research from the perspectives of a graduate student, new assistant professor, and senior administrator. Specifically, we revisit the mentoring spaces and relations within which we were immersed while partaking in a form of arts-based educational research known as a/r/tography. We articulate an orientation toward mentoring that extends into interactive and relational forms that are in line with current discourses on mentoring within doctoral research. As we analyze our work together, we simultaneously deconstruct the ways in which we have supported and unsettled one another. While we share narratives from our experiences, we also reveal those relations that underpin a provisional pedagogy of mentoring within a/r/tography.

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