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The Critical Graduate Experience

An Ethics of Higher Education Responsibilities


Charlotte Achieng-Evensen, Janae Dimick, Ndindi Kitonga, Maryann Krikorian, Kevin Stockbridge and Barry Kanpol

The Critical Graduate Experience is a collection of scholarly reflections on the possibilities of a new vision for critical studies. It is a remarkable book that provides daring analyses from the vantage of the graduate student experience. Drawing from individual knowledge and research, the authors invite you to re-imagine education for justice. Barry Kanpol opens the work with a brilliant meditation on joy and cynicism in university classrooms and educational theory. The book continues to unfold as an open and honest conversation with doctoral students and recent graduates concerning the ethics of higher education. In a true critical approach, each chapter problematizes a new facet of academic assumptions and practices as they touch the lives of students. The authors explore the ethical implications of acknowledging student spirituality and expanding the role of critical education studies. The book concludes with a transparent self-critique on the process and ethics of graduate students writing for publication. This is a wonderful text, guiding students and professors as they enter into dialogue on the ethics of an authentic critical education studies. Classes on practical ethics, educational spirituality, student voice, collaborative publishing, and critical pedagogy could benefit from the insights offered here. Daring to believe that student experience and knowledge have a place in the world of academic publishing, this book is both a prophetic proclamation of and humble invitation to a new future in the field.
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Chapter Six: Balancing Science with the Art of Higher Education: Ethical Dilemmas



Balancing Science WITH THE Art OF Higher Education: Ethical Dilemmas


People who write about education often remind us that the root meaning of to educate is to draw out and that the teacher’s task is not to fill the student with facts but to evoke the truth the student holds within. (Palmer, 1983)

My interest in pursuing higher education grew out of my past professional and personal experiences making me the weight of all my memories and all the beginnings ahead of me. That said, I would like to share with you a little about my background with consideration to my family’s upbringing. My mother was born in El Salvador and immigrated to the United States at the age of eleven to escape the country’s civil strife and left her entire family behind. Additionally, my father was born in Egypt and traveled to the United States as a political refuge at the age of seventeen. Both parents arrived in the United States with less than six dollars to build a new life in what they believed was the land of opportunity. My parents settled in Los Angeles, California, in an area plagued by poverty and lack of community resources. After working multiple occupations each, they were able to move to the suburbs in search of a better school system. They maintained vivid hopes of sending their children to college and dreamed their kids would experience a more vigorous...

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