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.
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