Understanding Excessive Teacher and Faculty Entitlement
Digging at the Roots
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- Description
- Contents
- About
Literature on academic entitlement is almost always associated with students with little examination of entitlement with reference to educators. Feelings of entitlement among educators make them hold onto rigid 'inherited scripts' and constrain the development of flexibility required in this global and technologically disruptive era. It is imperative that we understand how entitled behaviours are triggered in the discursive context of teachers' practice.
Understanding Excessive Teacher and Faculty Entitlement develops a significant body of professional knowledge by providing a deeper and sympathetic understanding of what manifests itself as 'excessive entitlement'. The volume presents a theoretical framework within which one can investigate and articulate issues and helps those concerned with education and teacher education internationally to get a sense of the complexities surrounding teachers' work.
Bringing together researchers from diverse geographical contexts, this timely book primarily addresses educators and researchers with a spin-off to human resource management in diverse organizational settings.
Chapter 1. Introduction: The Idea of Excessive Teacher Entitlement: Breaking New Ground; Tara Ratnam and Cheryl J. Craig
- Section I: Illuminating the Cultural Historical Roots of Teacher Entitlement
- Chapter 2. A Literature Review of the Concept of Entitlement and the Theoretical Informants of Excessive Teacher Entitlement; Lobat Asadi and Salma Ali
- Chapter 3. Exploring Teacher Entitlement: Perspectives from Personal Experience; Tom Russell
- Chapter 4. Entitlement as a Promising Concept for Teacher Education Research: From Displacement to Ethical Reframing; Magdalena Kohout-Diaz and Marie-Christine Deyrich
- Chapter 5. Teachers' Role and Expectations: Processes vs. Outcomes; Heidi Flavian
- Section II: When Entitlement Becomes a Means to Deflect
- Chapter 6. The Interaction of Culture and Context in the Construction of Teachers’ Putative Entitled Attitude in the Midst of Change; Tara Ratnam
- Chapter 7. The Entitled Teacher: Perpetrator or Victim?; David Kirshner and Kim Skinner
- Chapter 8. Learning Difficulties: On How Knowing Everything Hinders from Learning Anything New; John Buchanan and Wendy Holland
- Chapter 9. Implicit Pedagogical Entitlement in Teachers’ Profession in Iran: A Sociopolitical Discourse; Khalil Gholami and Sonia Faraji
- Chapter 10. In-Service Teacher Entitlement Attitude: A Case Study From the Spanish Context; Inmaculada Hernández and Juanjo Mena
- Section III: Curricular Experiences: Higher Education
- Chapter 11. Back in the Middle (Again): Working in the Midst of Professors and Graduate Students; Cheryl J. Craig
- Chapter 12. Faculty Entitlement: Perspectives of Novice Brazilian University Professors; Martha Prata-Linhares, Helena Amaral da Fontoura, and Maria Alzira de Almeida Pimenta
- Chapter 13. In Between Wellness and Excessive Entitlement: Voices of Faculty Members; Feyza Doyran and Özge Hacıfazlıoğlu
- Chapter 14. Entitlement in Academia: Multiperspectival Graduate Student Narratives; Miguel Burgess Monroy, Salma Ali, Lobat Asadi, Kim Currens, Amin Davoodi, Matthew Etchells, Eunhee Park, HyeSeung Lee, Shakibah Razmeh, and Erin Singer
- Section IV: Making the Invisible Visible: Helping Educators Extricate Their Unconscious Self
- Chapter 15. Was it a Case of Teacher Educator Entitlement? Revisiting Faculty Perspective on Pre-service Teachers’ Classroom Behaviours; Eunice Nyamupangedengu and Constance Khupe
- Chapter 16. Inquiring into Practice and Agency; Hafdís Guðjónsdóttir
- Chapter 17. The Unknown Self: Small Stories from an Online Teacher Community in China; Jing Li
- Section V: Pulling it All Together
- Chapter 18. Excessive Teacher/Faculty Entitlement in Review: What We Unearthed, Where to From Here; Cheryl J. Craig and Tara Ratnam
Tara Ratnam is an independent teacher educator and researcher from India. Her work is driven by two interrelated purposes: a) to create space for diverse students to participate as full members of the classroom and learn with dignity, and b) to support teachers to recognize voices of diversity as a form of competence in promoting learning in the classroom community.
Cheryl J. Craig is a Professor and the Houston Endowment Endowed Chair of Urban Education at Texas A&M University, USA. Her research agenda has to do with what teachers come to know, do and be in context. She is an American Education Research Association (AERA) Fellow and a recipient of the Division K (Teaching and Teacher Education) Legacy Award.