Table of Contents

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 Hernandez 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 OEzge Hacifazlioglu
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; Hafdis Gudjonsdottir
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

About the Author

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.