After Excessive Teacher and Faculty Entitlement

Tara Ratnam is an independent teacher educator and researcher from India. In her work with teachers, the difference she observed between what they advocated and its startling antithesis in their practice led her to study how culture and context interacted to influence teachers’ thinking and practice creating a gap between their intention and action. She explores forms of pedagogical mediation and relationality that could support teachers and students learn with self-esteem and possibility. Cheryl J. Craig seeks to understand educators’ experiences in their own terms through the use of narrative inquiry. She is a Professor, Houston Endowment Endowed Chair of Urban Education, and Program Lead of Teaching and Teacher Education at Texas A&M University. She is a recipient of the AERA Michael Huberman Award for Outstanding Contributions to Understanding the Lives of Teachers. Currently, she serves as the Chair of the International Study Association on Teachers and Teaching (ISATT).

Foreword—Excessive Entitlement: Trying to Grasp the Ungraspable; Tara Ratnam

Chapter 1. Introduction—The Healing Touch to Excessive Entitlement: Bringing Humanity Back into Education and Society; Tara Ratnam

Section I: CHAT as a way forward from excessive teacher/faculty entitlement

Chapter 2. Why are Teachers Excessively Entitled? Understanding Teachers to Foster Their Ideological Becoming; Tara Ratnam

Chapter 3. Excessive Entitlement from a Networked Relational Perspective; Louis Botha

Chapter 4. The Onto-Epistemological Dimension of Knowledge and Interaction Within Excessive Teacher Entitlement: A Cultural-Historical Activity Theory Perspective; Cristiano Mattos and André Machado Rodrigues

Chapter 5. Excessive Teacher Entitlement and Defensive Pedagogy: Challenging Power and Control in Classrooms; Joanne Hardman

Chapter 6. Why ‘Defensive’ Pedagogies Matter: The Necessity of Expanding Teachers’ Agency to Inform Educational Transformation; Warren Lilley

Chapter 7. Living in Dilemmatic Spaces: Stories of Excessive Entitled Teachers and Their Transformative Agency; Ge Wei

Section II: The yin-yang of excessive teacher/faculty entitlement and the best loved self

Chapter 8. When Not Getting Your Due is Your Due: Excessive Entitlement at Work; Cheryl J. Craig

Chapter 9. Challenging Structures of Excessive Entitlement in Curricula, Teaching, and Learning through Dialogic Engagement; Richard D. Sawyer and Joe Norris

Chapter 10. Generating Living-Educational-Theories with Love in Transforming Excessive Teacher Entitlement; Jack Whitehead

Chapter 11. Societal Narratives of Teachers as Non-persons as an Expression of Society's Excessively Entitled Attitude; Celina Lay, Eliza Pinnegar, and Stefinee Pinnegar

Section III: Bringing to consciousness the unthought known

Chapter 12. Troubling Excessive Entitlement: A Teacher’s Reflective Journey; Jackie Ellett

Chapter 13. In the Shadow of Traditional Education: A Currere of School Entitlement and Student Erasure; Richard D. Sawyer

Chapter 14. A Reflective Look at Excessive Faculty Entitlement in Doctoral Supervision; Marie-Christine Deyrich

Chapter 15. Excessive (En)title(ment) Fight? Exploring the Dynamics that Perpetuate Entitlement in Education and Beyond; John Buchanan

Section IV: Synthesising the core ideas

Chapter 16. Looking Back to Look Forward; Cheryl J. Craig

Afterword; Tom Russell