The Critical Graduate Experience ― An Ethics of Higher Education Responsibilities

Conceived as a reflection on the ethics of responsibility within the academy, Achieng-Evensen, et al., highlight and discuss some of the tensions that they experienced within the academy, within their scholarship, and within graduate studies. They reflect on the book-writing process, the problems of ethical responsibility, and the nature of being critical. They remind the reader that the purpose of being critical is to make pathways for a better future, as they ponder the place of community and culture in the process of creating new forms of knowledge, the importance of collaboration and reciprocity, the need to remain self-critical in academic work, and the need for a mentality of growth. The text is broken into six chapters: identity politics; a critical resurrection; am I a critical fraud?; toward a discourse curriculum; the Animot in the classroom; balancing science with the art of higher education; and embodied ethics. Annotation c2015 Ringgold, Inc., Portland, OR (protoview.com)

Charlotte Achieng-Evensen, Janae Dimick, Maryann Krikorian, and Kevin Stockbridge are PhD students at Chapman University. Ndindi Kitonga is a former doctoral student at Chapman University, and Barry Kanpol is Professor of Educational Foundations at Indiana University Purdue University Fort Wayne.