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Abstract
Building on the feminist geography tradition of mentoring, in this brief introduction, I advance a vision of vibrant mentoring landscapes that are alive with difference and that continually renew the discipline. The diverse contributions to this themed issue approach questions around mentoring from a variety of perspectives and positionalities, including: gender, national origin, racialized identity, sexuality, career stage, life stage, parenting status, scale, geography, and type of educational institution. Some articles divulge personal experiences while others focus on roles that mentors play within a continuum of change versus stasis in institutions of higher education. Of particular note is a call to those with relative privilege to engage self-reflexively with the ways in which one may become more accessible to those who are structurally oppressed. Anything less than a truly diverse mentoring landscape within feminist geography impoverishes us collectively as well as the knowledge we produce.
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No potential conflict of interest was reported by the authors.
Additional information
Notes on contributors
Karen Falconer Al-Hindi
Karen Falconer Al-Hindi is Professor of Geography at the University of Nebraska at Omaha, USA, where she directs the Women’s and Gender Studies Program. Human rights, feminism, and geography are the central concerns of her work, which focuses on collective biography as a methodology, feminisms in the academy, intersectionality, and geographies of autism. With Pamela Moss she is the author of Feminisms in Geography: Rethinking Space, Place, and Knowledges. She lives with her family in Omaha, Nebraska, USA.