Hille Janhonen-Abruquah

Nowadays, efforts are being made in Finland to develop education across borders through projects that seek to deal with global learning crises. Palestine, being engaged in high-intensity struggle and faced with emergencies in education, is one example of such an initiative. Both actual and virtual walls exist in the collaboration between Palestinian and Finnish universities. By using conceptual metaphor theory and Ricoeur’s metaphor theory, this paper discusses and analyzes metaphors that emerge in the process of building education without walls in the OLIVE international project. Project activities support online teaching and learning methods. Drawing from the experience of first-stage implementation, the paper brings forward metaphors that emerge in developing mentoring. The study explores new perspectives on mentoring to conceptualize the metaphor by considering the need to decolonize engagement with learning through both intellectual and embodied–affective elements. This is done by providing a framework for immersive learning. As a result, one can conclude that mentoring is not only cognitive but also an embodied metaphor with affective elements and needs immersive learning environments. Mentoring is fluid, as the roles of mentors and mentees interchange and intertwine. Mentoring takes place in groups, between and among peers, students, teachers, and researchers both on-line and on-site.