Domain of Improvisation

Abstract

In this chapter, I discuss the conceptual roots of Improvisation as a domain of praxis in mentoring. Drawing on authentic cases, examples, excerpts, and empirical sources, the sections in the chapters illustrate and critically explore the forms and meanings that improvisation takes in praxis. Improvisation as dialogue entails multiple encounters between forms of practice (tuning in, articulating, connecting experience, beliefs, and knowledge in action) and forms of positioning and construing (discerning ‘here and now’ meanings through skilful action, action as guided by interaction, knowing in the face of uncertainty, composing through recurring patterns, and responsible responding). As mentors tune in to a situation, they connect emotionally and professionally to respond to contextual differences, identify recurring patterns, translate behavior into here and now patterns, and compose through recurring patterns. Mentors articulate teaching, learning, and subject matter guided by the here and now interactions. They respond to connections between theory and practice ‘in action,’ analyze practice systematically, and connect concepts to actions, encouraging the mentee to discharge feelings in order to rationalize action. Mentors respond on the spot responsibly, connecting experience, beliefs, and knowledge. In doing so, they intervene to mitigate conflicts, connect emotionally and professionally to respond to contextual differences; foreground connections between cultural codes, values, strategic, and pedagogic reasoning; and call up on knowledge and procedures to demonstrate and direct action. The sections in the chapter explore the different encounters between forms of practice and forms of positioning and construing in improvisation, as they unfold in authentic exemplars of mentoring practices in a variety of educational contexts.