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Graduate student mentoring programs have historically neglected the holistic needs of advanced graduate students within institutions that persist in operating from predominantly white, male, cis-gendered, neo-liberal, and colonialist perspectives. Attempts to socialize students into the academy and into professional practice are in need of a refreshed set of best practices where a community of practice (CoP) mentoring model can simultaneously build and support a network of faculty prepared to enact critical mentoring practices among themselves and effectively engage graduate students in meaningful and productive ways.

Critical duoethnography, as a research methodology, can be used in innovative ways to assist educational researchers engaged in social justice research projects. This chapter offers four responses to the question of how critical duoethnography, as a form of qualitative inquiry, can be used by educational researchers to further social justice initiatives. First, critical duoethnography will be described as a tool for reflexivity; second, as an engaged form of collaborative reading and deciphering; third, as an interactive feminist approach to interviewing; and fourth, as a research methods pedagogy.