Overview

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.

Full Product Details

Author:   Tara Ratnam (Independent Teacher Educator and Researcher, India) ,  Cheryl J. Craig (Texas A&M University, USA)
Publisher:   Emerald Publishing Limited
Imprint:   Emerald Publishing Limited
Dimensions:   Width: 15.20cm , Height: 2.10cm , Length: 22.90cm
Weight:   0.520kg
ISBN:  

9781837978786

ISBN 10:   1837978786
Pages:   312
Publication Date:   18 September 2024
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

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

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Author Information

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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