Reflections and interpretations on life in academia: a mentee speaks

Using personal autobiographical data collected over the course of an academic year, this article reflects the experiences of a new teacher educator entering higher education. Emergent patterns are examined and illuminated using the discourse of mentoring, and this discourse is, in turn, challenged, in part for the imbalance in the voices recorded, and at times for its masculine nature. The notion of a mentee's role being in any way passive is dismissed, and the relationship between mentor and mentee is examined for reciprocity and negotiation within a structured, supportive framework. Questions are posed regarding the benefits and costs to mentors, citing research that exposes how even the most successful women in academia may suffer negative emotions. In analysing one mentee's journey through a year in academia, a struggle with a changing and contradictory self‐image is exposed. Having a sense of ownership in a learner‐driven mentoring process is acknowledged, and some suggestions on the qualities of a successful mentee are offered. The paradox of who mentors the mentors is also examined. The process of mentoring is viewed as an investment in staff and the constantly evolving institution.