119significance of understanding the influence of identity and identity work in profes-
sional experience learning as outlined in vignette 3.
In each vignette, the principles of communicative space and communicative
action reframe our views of mentors and mentees within the professional experi-
ence. Mentoring conversations and processes can be viewed in terms of intersubjec-
tivity, mutuality and solidarity within an overarching commitment to an educative
moral purpose (Kemmis & McTaggart, 2005 ). Together with the notion of mentor-
ing as ‘learning to be’, these principles can also serve as a blueprint for enacting
mentoring as intentionally communicative action within a deliberately communica-
tive space.
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7 Reconsidering the Communicative Space: Learning to Be