We describe the theorization and implementation of a collaborative pilot initiative that took place over the course of one school year as we implemented provocative acts of mentoring for beginning art teachers. The provocations we set in motion were designed to confront prevalent myths of teaching and to embrace the power of artistic exploration to make something generative out of the complex experiences faced by beginning teachers. As our work progressed, we began to see sparks of paradox arise—paradoxes that characterized the (im)possibility of teaching art. By activating mentoring provocations that encouraged all of us to engage with paradoxical tensions, we came to recognize that holding paradox offers an opportunity to embrace the (im)possibility of art education as a space of immanent potential. Excited by the possibilities afforded by holding paradox, we offer three paradoxical tensions that might prompt a re-visioning of mentoring practices with beginning art teachers.

中文翻译：

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保持悖论：通过与初学者的导师进行指导性的挑衅行为，激活艺术教育的创世性（Im）可能性

我们描述了在一个学年的过程中开展的协作性试点计划的理论化和实施过程，因为我们为初学者提供了指导性的指导性行为。我们发动的挑衅旨在面对普遍的教学神话，并拥抱艺术探索的力量，以使刚开始的老师所面临的复杂经历产生出某些东西。随着我们工作的进展，我们开始看到悖论的火花，这些悖论是教学艺术的（不可能）可能性的特征。通过激发鼓励我们所有人面对矛盾的紧张状态的指导挑衅，我们开始认识到，举行悖论提供了一个机会，可以接受艺术教育作为无限潜力的可能性。