14 Cultivating the Cultivators: Peer Mentorship as a Means of Developing Citizen Scholars in Higher Education Catherine Duncan Introduction This chapter responds to the call to re-imagine higher education in a time of disruption and the decline of content’s primacy in a mediated world. It starts by proposing that we expand the focus of who we con- sider to be the students we prepare for work and scholarship. I argue that postgraduate peer mentors are simultaneously both valuable and vulner- able members of the community of practice (Lave and Wenger, 1991) within the university but they are often overlooked as newcomers to teaching practice. This is a lost opportunity, and in this chapter, I outline a project that explored how peer mentors learn to teach without for- mal pedagogic instruction. This project was premised on Lee Shulman’s (1987) idea that Pedagogic Content Knowledge (PCK) is a more desirable attribute in teachers than content knowledge alone. Pedagogic Content Knowledge has well-established credentials in edu- cator development and marks a shift away from the reification of content as the central focus of education. In outlining this approach, Shulman claims that the knowledges demonstrated by educators are of a special order: content is galvanised by the teacher’s various knowl- edges, experiences and observations. PCK offers a conceptual framework to bring the pragmatics of teacher training into articulation with the calls by Arvanitakis and Hornsby (Chapter 1, this book). In so doing, it is a chance to reimagine the purpose of the university, not as a con- tent delivery system, but to make a turn towards educating the Citizen Scholar. 222 J. Arvanitakis et al. (eds.), Universities, the Citizen Scholar and the Future of Higher Education © The Editor(s) 2016