Lifelong Learning: Journey to Decolonize Deepening the Experience - Learning While Leading
- Kimberlee Bow, Ph.D.
- Apr 23
- 4 min read
What happens when the student becomes the teacher? As simple as this question was to type, it is even harder to answer. Having graduated last year, I completed the end of my formal education journey, except for my required continuing education requirements, which I am very dedicated to. As I've shared in previous blog posts, that does not mean my learning journey has ended. What has happened, however, is that I am now responsible for the education of others during their formal education journey. As exciting as this is to share, it also acknowledges the responsibility that I have willingly accepted while I am still learning about decolonizing my thinking and work.
In this post, we will seek to explore two questions:
Is there a parallel learning opportunity for me and my students?
Why is having a mentor important in this situation?
Parallel Learning Opportunities
I have always believed that as a counselor, while I help my clients, my clients impact me in the process for the better. Thinking back to my internship during my masters program, I remember each of my clients with great fondness. There is one in particular that I remember. She was one of the youths with whom no one wanted to work or be around. Her trauma history was extensive and reading her file took a very long time because it was so thick. Yet, she was someone I requested to work with, and thankfully, I gained her primary therapist’s approval. My time with this client has remained close to my heart throughout the years, and the lessons this youth taught me are some of the most valuable gems.
Being a professor or teacher means that students will leave a lasting impression and change me as a person. Often, we tend to think about all the professor imparts to the students, which is true. The professor teaches and helps students learn. That is their role by definition. However, students have so much to offer as they have experiences, voices, souls, and hearts. So as a professor, the professor stands to learn from their students if their hearts and minds are open to the human experience of interaction. As a professor, one does not “arrive.” A professor has gained a certain level of knowledge, but that does not mean their learning journey is over. I would argue that their journey is refreshing and renewing because the learning that is occurring is a different kind of learning. It may not be as focused on “factual learning,” but instead learning of the heart, soul, and mind that only comes from human interactions.
Importance of Mentorship
We have probably all heard about the stereotype of what a professor acts like - know-it-all all, holds a strict power dynamic, is boring, isn’t open to hearing other perspectives, etc. This is just one example. I have been fortunate to have professors who did not fall into that stereotype and actively engaged with their students. In taking the role of professor, I want to avoid the stereotype and remain humble, knowing that I still have so much to learn when decolonizing my work and mind. To do that, I am very fortunate to have access to mentors. Mentors are people we can come to who have experience in an area where we need to grow. Beyond that, they care about their mentees and the community.
It is easy to fall back into old ways and patterns when decolonizing. A mentor can gently remind us when this happens and guide us throughout the journey. I acknowledge upfront that having a mentor is crucial because it is better to begin the teaching process by building decolonizing skills and habits right from the start, rather than going back and unlearning. Here is the key and why we explored the learning question first. One must be open to learning and constantly engaged in that process. One cannot fill a mind that is already full. A few months ago, I wrote a post that brought up the concept of the Beginner’s Mind. The Beginner’s Minds is also a helpful concept here, approaching a topic as if it is new and being open to learning about it without preconceived ideas. So I come back to the importance of mentorship in teaching future generations. What if we were to look at teaching and mentorship as an intergenerational process that we are lucky enough to be a part of in our lifetime? How would that perspective free us to flourish as students, lifelong learners, mentors, and stewards of future generations?
Final Thoughts
Honestly, it wasn’t until writing this post that I realized the idea of looking at teaching and mentorship as an intergenerational process. However, I like that perspective. It feels connected in many ways, like I can draw on the wisdom of generations. We are not alone, whether we are the professor or the student. Then, looking at being a professor from that perspective reminds me of the joy of still being able to learn without the expectation of having to “know everything.” The thought of having to know everything is daunting. Humans are social creatures. We need each other, which does not change, no matter the professional role. Together, we are connected across oceans of time, guiding future generations and bringing hope when hope sometimes feels far away.
What’s Next?
Now it is your turn to reflect on your views of learning and mentorship. What ideas or understandings do you currently have? What else would you like to know?
Challenge yourself to evaluate how you are giving yourself the time and space to learn. Are you just learning in more dominant-culture ways, or have you allowed yourself to learn and experience life through a different learning perspective (art, music, culture, teaching, mentorship, etc.)?
Practical Tips and Suggestions
Practice using your Beginner’s Mind! Approach a task or interaction as if you have no knowledge and see what you learn.
Consider mentorship opportunities in your life. Mentors can come from anywhere and can support you in many areas of your life.
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