Doctoral Mentorship Practices through Dialogic and Humanizing Relationships: A collaborative Autoethnography of Academic Discourse Socialization

Özer M., Akbaş E., Barbaros E., Keleş U.

21st INGED International ELT Conference, Kayseri, Turkey, 3 - 05 November 2023, pp.11

  • Publication Type: Conference Paper / Full Text
  • City: Kayseri
  • Country: Turkey
  • Page Numbers: pp.11
  • Abdullah Gül University Affiliated: Yes



In this collaborative autoethnography (Chang et al., 2016), together with and relying on one presenter’s (Ufuk) etic perspective and expertise in autoethnographic research, we explore a faculty member’s (Erdem) mentoring of two doctoral candidates (Elif & Mustafa) as a sight for dialogic and humanizing teaching and learning activities. Drawing on academic discourse socialization (ADS; Duff, 2010, 2019) and informed by the moralities of critical pedagogy (Freire, 1972) and Yazan et al.’s (2023) conceptualization and operationalization of doctoral students’ emotional well-being, we scrutinize the impact of having a dialogic and humanizing mentorship relationship on the mentees’ ADS along with both the mentee’s and the mentor’s emotional wellbeing. Further, we explore how co-narrating personal/ professional/academic experiences deconstructs the “mentee vs. mentor” binary through and within a collaborative autoethnographic research engagement. Against this backdrop, we have been collecting data primarily through our individual memories, and online correspondence including e-mails, WhatsApp messages, assignment feedback, and so on. Also, we have been meeting through Zoom to (re)produce our collective memories along with our critical discussions of our beliefs/thoughts/emotions about doctoral mentorship. By the time we present our proposed study, we will have completed the four-month data collection period and will have had the first round of preliminary narrative and thematic analyses. We will present our findings as individual narratives and collective themes. We believe that our findings will shed light on how to transform academic discourses and practices into more humane and dialogical relationships.