Facilitators as pedagogical leaders : the acquisition of requisite forms of capital in university settings

It is the purpose of this chapter to explore ways in which the reframing of the social relations of the university classroom can be altered to promote the interaction and participation of students with each other, and contribute to their mutual understanding of each other and of the university context (Bernstein 1971). Additionally, the chapter explores how the blurring of the boundaries between curriculum knowledge and the everyday knowledge of students (Bernstein 1971) can contribute to students becoming more successful in navigating the university context. The particular focus of our analysis is on the facilitators who acted as mediators in the relationships created between mentors and mentees in a cross-year, academic mentoring unit purposively constructed to enhance the university experience of all students who participated in it, called Equity Buddies.