Abstract
The purpose of this article is twofold: first, to juxtapose the praxis of mentoring with its domination and, second, to examine the praxis of mentoring. The rationale of the inquiry is based on social reconstructivist principles, recognising that relational structures and human experiences are both productive and reproductive in nature and in effect. The inquiry has pedagogical implications for institutional practices in education and political implications for individual voluntary versus institutional organising. It is potentially counter-hegemonic against the discourse of globalisation inevitability. Overall, the paper investigates the development and socialisation of human agency in institutional and social associations in which the praxis of mentoring intervenes.