This second collection of perspectives on excessive teacher/faculty entitlement draws together authors from nine countries to address afresh the conundrums affecting teaching and teacher education through the new lens afforded by the notion of excessive entitlement.
After Excessive Teacher and Faculty Entitlement helps teachers/educators negotiate the living contradictions they experience in their sociocultural and institutional milieux which threaten their professional, emotional, and moral survival with the defensive shield of excessive entitlement they feel compelled to embrace. Chapters provide guidance to increase the possibilities of co-creating better learning and working environments for all to realize the commonly cherished educational and life goal of human flourishing.
Besides education and teacher education practice, After Excessive Teacher and Faculty Entitlement has relevance for dealing with excessive entitlement in organizational contexts by offering new ways to view and address the problem.
ForewordExcessive Entitlement: Trying to Grasp the Ungraspable; Tara
Ratnam
Chapter
1. IntroductionThe 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 Teachers 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
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).
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