All About Mentoring Spring 2011 - SUNY Empire State College

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58 I kept at it, and also continued many other pieces of volunteer work in my community in an effort to impart my academic and experiential knowledge. I wanted to work for good programming for youth and families at risk. I wanted to work toward ensuring some overall good in my community. And as I met many people in this work, one thing kept creeping up in my conscience: Those I was working with and for were very often endowed with Goleman’s competencies – and especially with empathy – as a typical hallmark. I kept thinking about Goleman and about his newer work on what he describes as “the emotionally intelligent workplace” (2001). Around me and inside me I was moving far from any “look at me”-narcissism about contribution, and instead beginning to attach personal and social competencies to a teaching model based on leading by example. I was exemplifying one of Goleman’s tenets: Emotional intelligence is not static. It can be cultivated, and I believe that in my cultivating, I was working to pick the fruits of this emotionally intelligent garden and feed them to specific and special young girls, entire not-for-profit youth serving organizations, and peace and diversity task forces among other community groups. I wanted to work for good programming for youth and families at risk. I wanted to work toward ensuring some overall good in my community. Already this has been a life’s work, and many of the young people I once impacted as mentor, homework assistant and agency expert volunteer now sit alongside me on the very boards of agencies where they participated, played, scraped knees, attended college trips, and sought help of all kinds. Without the blinding near-sightedness of early narcissism that can motivate some in volunteerism, I now fully see that when one works through the immediate perks of the notoriety of “expertise,” there are no replacements for the evolving competencies of self-awareness, self-regulation, motivation, social skills and empathy. There are no replacements for humanity linked with compassion. My former blind side is shined now to a 20/20 vision polish each time a child, a young adult or older adult recognizes me as “that lady who taught me to open a new door.” References Cherniss, C. and Goleman, D. (Eds.) (2001). The emotionally intelligent workplace. San Francisco, CA: Jossey-Bass. Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. New York, NY: Bantam Dell. suny empire state college • all about mentoring • issue 39 • spring 2011
59 A Teacher Reflects: Learning About Student Leadership Dianne Ramdeholl, The Harry Van Arsdale Jr. Center for Labor Studies This piece was inspired by attending the WE LEARN (Women Expanding Literacy Education Action Resource Network) Conference and written while sitting on the train returning to NYC. (It was later published in their spring 2009 newsletter). I kept thinking about unspoken but unmistakable power dynamics between students and nonstudents and also between students and other students (and how that impacts and defines student leadership). In my experience, student leadership involves collective struggles, grounded in solidarity, for equity, space and rights. It can never be paternalistic or replicate dominant power structures … Student Leadership Isn’t innocuous Flavorless, clear It doesn’t seep gently Like water, a lapping stream It’s frothy, bubbling, Fierce, rich Residing at intersections of histories and legacies honoring past and present collective struggles Pushing and pulling … For and with … Challenging, questioning, wild and untamed For space, voice, rights Pieces of the pie. In solidarity Common struggle Unquenchable and unstoppable. It isn’t toxic Perpetuations of dominant interests further exploitation with facelifts Mouthpieces for furthering others’ agendas It’s grappling, wrestling Reframing, resisting Rewriting, rethinking Renegotiating, re-navigating Redefining, re-presenting Dominant terrain. Co-creating space Equitably Toiling collectively, Democratically envisioning Dilemmas and contradictions, Pushing, pulling … For and with … Re-imagining Existing beyond frameworks Beyond boundaries and limitations Beyond fixed definitions Fluid, shifting, Constant metamorphosis Unlimited worlds of possibility Narratives as of yet unwritten … suny empire state college • all about mentoring • issue 39 • spring 2011
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MENTORING ALL ABOUT A PUBLICATION O
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1 Table of Contents Editorial - The
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3 Imagination and Art: Children Cop
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5 Drawing 3: Darfur, 2005. “All o
Page 9 and 10: 7 The child artist’s title for he
Page 11 and 12: 9 support, caregivers being in actu
Page 13 and 14: 11 Mentoring: A Poet’s View Susan
Page 15 and 16: 13 Educating the Digital Citizen in
Page 17 and 18: 15 their learning activities. In th
Page 19 and 20: 17 While I find this useful in the
Page 21 and 22: 19 Shirky, C. (2011, January/Februa
Page 23 and 24: 21 Changing Ways of Knowing for Tra
Page 25 and 26: 23 intrinsic effort to self-protect
Page 27 and 28: 25 The evidence of education’s in
Page 29 and 30: 27 were present could participate e
Page 31 and 32: 29 her feelings about the treatment
Page 33 and 34: 31 Blended Learning Online: New Per
Page 35 and 36: 33 Students also will take self-gui
Page 37 and 38: 35 making certain she had forgotten
Page 39 and 40: 37 “At that restaurant” “We d
Page 41 and 42: 39 reports. Walking again to Jenna
Page 43 and 44: 41 Mentoring: A Social Relationship
Page 45 and 46: Interiors Installations by Carol Wa
Page 47 and 48: “River View,” 2010 (detail). Th
Page 49 and 50: 47 Lessons of War Elaine Handley an
Page 51 and 52: 49 win. Students read two Tim O’B
Page 53 and 54: 51 War veteran and author of Semper
Page 55 and 56: 53 Education and Individualism: Som
Page 57 and 58: 55 My Lost Stories Steve Lewis, Hud
Page 59: 57 Reflections on a Journey of Lear
Page 63 and 64: 61 a devoted reader of the left-lea
Page 65 and 66: 63 total absence of any smell excep
Page 67 and 68: 65 Found Things: Empire State Colle
Page 69 and 70: 67 because the College will have an
Page 71 and 72: 69 “Goin’ Mobile”: Designing
Page 73 and 74: 71 of iPods in particular allowed t
Page 75 and 76: 73 “Music never stops; it is we w
Page 77 and 78: 75 Adult Education and Politics Ric
Page 79 and 80: 77 democratic learning did not simp
Page 81 and 82: 79 could never serve the market tha
Page 83 and 84: 81 Here are a few preliminary thoug
Page 85 and 86: 83 Honoring George Drury (1917-2010
Page 87 and 88: 85 came to my mind, and also on top
Page 89 and 90: 87 Submissions to All About Mentori
Page 91: 2 Union Ave. Saratoga Springs, NY 1
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All About Mentoring Spring 2011 - SUNY Empire State College

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