Mentorship, Reverse Mentoring, and Identity-Conscious Learning in Multigenerational Classrooms

Abstract

This chapter theorizes multigenerational classrooms as sociotechnical ecosystems where Cohort Formation and Life-Course Staging recalibrate motivation, status, and participation risk. It braids Social Identity, Intersectionality, Epistemic Justice, Activity Theory, Cognitive Apprenticeship, and Leadership-as-Practice into a multilevel mechanism model spanning micro identity-safety and metacognitive calibration, meso mentoring-constellations, transactive memory, and repair-capable dialogue, and macro platform governance, Contextual Integrity, and contestable analytics. Mentorship and Reverse Mentoring are specified as knowledge-ambidexterity infrastructures that equalize credibility without techno-essentialism, while assessment is reframed as validity-grounded evidence ecology with autonomy-supportive integrity. Synthesis tables compress constructs into design levers and safeguards for higher education learning in low-resource settings.

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