While the literature of mentoring is extensive, the theorization of mentoring is a noted deficiency. In addressing this deficiency, this conceptual article begins with a brief critical analysis of the extensive corpus of mentoring inquiry and discerns emerging theoretical trajectories as a foundation for the distinct theoretical focus adopted. The social constructionist approach to understanding identity, and Lacanian psychodynamic identity theorizing, is critically developed. The conceptualization of identity as a discursive construct, emerging from a balance between conscious identity-work and unconscious identity-regulation, is examined. These theoretical tools are then applied to mentoring. The article demonstrates that for both mentors and protégés, mentoring involves mutually beneficial identity-work, but that this identity-work can readily go awry with both parties potentially succumbing to forces distorting desired identities and negating the good intentions of mentoring. The implications for mentoring practice are detailed, and trajectories for empirical inquiry with identity are outlined.

中文翻译：

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指导中的意义：超越眼界/“我”

尽管有关指导的文献非常广泛，但指导的理论化仍是一个明显的缺陷。在解决这一缺陷时，本概念文章从对广泛的指导研讨语料库进行简要的批判分析开始，并识别新兴的理论轨迹，以此作为所采用的独特理论重点的基础。批判性地发展了理解身份的社会建构主义方法和拉康主义的心理动力学身份理论。作为一种话语结构的身份概念化，是从有意识的身份工作与无意识的身份调节之间的平衡中产生的。然后将这些理论工具应用于指导。该文章表明，对于导师和门生，导师都涉及互惠互利的身份工作，但是，这种身份验证工作很容易与双方发生冲突，从而潜在地屈服于扭曲期望的身份并否定指导的良好意图的力量。详细介绍了指导实践的含义，并概述了具有身份的经验性调查的轨迹。