Tensions between dissimilar voices

learning opportunities in mentoring

Abstract

In this article, we examine how mentoring students’ learning processes in groups can contribute to further develop group mentoring as a form of mentoring. We received permission to examine students’ assignments from a group mentoring exercise. The analysis of 46 students’ texts provided three categories for further discussion; tools, turning points and roles. These categories are discussed in light of Bakhtin’s concepts of dialogue, heteroglossia, twofold voices and harmony (polyphony). The discussion shows that tensions, disagreement and different understandings of tools and roles in mentoring are often under-communicated. The variety within these voices are lesser expressed and these differences can, to a greater extent, be used as resources for learning. Furthermore, the discussion shows that meta-communication has potential for strengthening the learning process in group mentoring.