After Excessive Teacher and Faculty Entitlement : Expanding the Space for Healing and Human Flourishing Through Ideological Becoming / edited by Tara Ratnam and Cheryl J. Craig.

Format:

Book

Contributor:

Ratnam, Tara, editor.

Craig, Cheryl J., editor.

Series:

Advances in research on teaching.

Advances in Research on Teaching Series

Language:

English

Subjects (All):

Teachers--Training of.

Teachers.

Teaching--Vocational guidance.

Teaching.

Physical Description:

1 online resource (313 pages)

Edition:

First edition.

Place of Publication:

Leeds, England : Emerald Publishing Limited, [2024]

Summary:

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.

Contents:

Cover

After Excessive Teacher and Faculty Entitlement

ADVANCES IN RESEARCH ON TEACHING

AFTER EXCESSIVE TEACHER AND FACULTY ENTITLEMENT: EXPANDING THE SPACE FOR HEALING AND HUMAN FLOURISHING THROUGH IDEOLOGICAL BECOMING

Copyright

Contents

List of Figures and Tables

About the Editors

About the Contributors

Foreword

Excessive Entitlement: Trying to Grasp the Ungraspable

Acknowledgments

Introduction: The Healing Touch to Excessive Entitlement: Bringing Humanity Back Into Education and Society

Abstract

Excessive Teacher Entitlement: Coming to the Term

Enriching the Notion of Excessive Teacher Entitlement: The Emergence of an Invisible College

The Mainstream View of Excessive Entitlement and Its Drawback

A Cultural-Historical View of Excessive Entitlement and Its Advantage

The Healing Touch to Excessive Teacher/Faculty Entitlement

Excessive Entitlement as Teacher Resistance to Change: Dehumanizing Pedagogy

Humanizing Pedagogy With Resistance for Change: Developing Empowered Entitlement

The Volume

Peer Review as a Self-Reflexive Tool

The Social Significance of This Book

Laying out the Chapters

Section I: Cultural-Historical Activity Theory (CHAT) as a Way Forward From Excessive Teacher/Faculty Entitlement

Section II: The Yin-Yang of Excessive Teacher/Faculty Entitlement and the Best-Loved Self

Section III: Bringing to Consciousness the Unthought Known

Section IV: Synthesizing the Core Ideas

References

I. Cultural-Historical Activity Theory (CHAT) as a Way Forward From Excessive Teacher/Faculty Entitlement

Why Are Teachers Excessively Entitled? Understanding Teachers to Foster Their Ideological Becoming

Inconsistency Between Teacher Espousal and Practice, an Example

Teacher Authority and Its Links to Excessive Teacher Entitlement.

Uncovering Teacher Authority in Classroom Discourse: The Pernicious Side up

Conquering Excessive Entitlement to Develop the Beneficial Aspect of Teacher Authority

The Perspective Framing the Study

Teacher as Researcher: The Transformative Agentive Side up

Background and Questions for the Study

The Government School in India: An Embodiment of Universal Education

Problem Situation: Emergence of a Formative Initiative

Participants, Sources of Data and Analysis

Double Stimulation as a Method of Intervention

Double Stimulation as a Unit of Analysis

Findings

Where Teachers Are: Primary Contradiction

Where Teachers Are Going: Secondary Contradiction

Individuating Practice: Tertiary Contradictions

Developing a Professional and Transformative Activist Stance: Quaternary Contradiction

Continuing Learning through Emergent Problem Situation

REFLECTING ON THE PROCESS

From Excessive Entitlement to Empowered Entitlement

Resistance to Excessive Entitlement - An Eye for an Eye or a Lesson in Humility and Humaneness?

Implications for Teacher Education: A New Evolving Object of Holistic Change

The Notion of Excessive Entitlement: Insights for Teacher Education

Way Forward

Signposting the Contributions of the Study

One Last Word From the Space of Becoming

Excessive Entitlement From a Networked Relational Perspective

Excessive Entitlement: Contextualization Within a CHAT Perspective

Excessive Entitlement as a Performative Networked Relational Model

The Networked Relational Model

Method: Drawing the Networked Relational Model of Activity

Applying the Networked Relational Model

Conclusion

The Onto-Epistemological Dimension of Knowledge and Interaction Within Excessive Teacher Entitlement: A Cultural-Historical ...

Abstract.

Teachers' Commitment to the Absolute Truth in Science Education

Authoritative Discourse and Dialogical Science Education

Authority vs Authoritarian

Dialogue vs Monologue

Dialogue, Authority and Teachers' Styles

Teacher and Student Power Relations

Teachers' Style and the Epistemological Dimension of Science Teachers' Power

Scientific-Cultural Inquiry

The Concept Activity

Mediation and Conceptual Complexification

Towards Overcoming the School Encapsulation: The Scientific-Cultural Inquiry

Concluding Remarks

Excessive Teacher Entitlement and Defensive Pedagogy: Challenging Power and Control in Classrooms

Theoretical Framework

Excessive Teacher Entitlement

Methodology

Research Participants

Context

Analytical Framework

Findings and Discussion

Face-to-Face Lessons

Extract 1. Equivalent Fractions

Extract 2. Instructional Rules

Computer-Based Mathematics Lessons

Extract 3. The Object in a Computer-Based Lesson

Why 'Defensive' Pedagogies Matter: The Necessity of Expanding Teachers' Agency to Inform Educational Transformation

Purposes

Method, Data Sources and Analysis

Living in Dilemmatic Spaces: Stories of Excessive Entitled Teachers and Their Transformative Agency

Theoretical Underpinnings

Dilemmatic Spaces

Transformative Agency

Narrative Inquiry as Research Method

(Re-)Telling and (RE-)Living in the Stories of Teachers

Lee's Narrative Account

Ping's Narrative Account

Wang's Narrative Account

Discussion

Acknowledgement

II. The Yin-Yang of Excessive Teacher/Faculty Entitlement and the Best-Loved Self.

When Not Getting Your Due Is Your Due: Excessive Entitlement at Work

Background Literature

Excessive Entitlement

Best-Loved Self

Experience

Higher Education Contexts

Due

Narrative Inquiry Research Method

Positionality

Amalgams of Experience

Amalgam 1: Graduate Student Example

Amalgam 2: Faculty Member Example

Interpretive Transition

Challenging Structures of Excessive Entitlement in Curricula, Teaching, and Learning Through Dialogic Engagement

The Conversation

Generating Living-Educational-Theories With Love in Transforming Excessive Teacher Entitlement

Born Into Excessive Entitlement

Perspective

My Professional Excessive Entitlement

Dealing With My Living Contradictions

Methodology and Methods

Reflecting on My Vulnerabilities

Conclusion and Significance

Societal Narratives of Teachers as Nonpersons as an Expression of Society's Excessively Entitled Attitude

Objectives/Purposes

Perspective(s)/Theoretical Framework

Method, Data Sources, and Analysis

Missing Voices of Teachers

Teacher Shortage

Loss of Learning

III. Bringing to Consciousness the Unthought Known

Troubling Excessive Entitlement: A Teacher's Reflective Journey

Reflection

Purpose and Research Questions

Literature Review

Theory of Experience and Reflection

Researching Lived Experiences: Phenomenology

Autoethnography: A Study of Self

Bridling to Understand Excessive Teacher Entitlement

Methodology and More Questions

Reflections of Excessive Teacher Entitlement

Narrative #1

Narrative #2

Narrative #3

Conclusions

Acknowledgment: Reflection of Awareness

References.

In the Shadow of Traditional Education: A Currere of School Entitlement and Student Erasure

Educational Ethics: Doing the Right Thing

Currere: Exploring Identity and Agency in Cultural Worlds

The High School

Ethics

Acknowledgment

A Reflective Look at Excessive Faculty Entitlement in Doctoral Supervision

Bourdieu's Social Theory of Reproduction

Methodological Framework

Self-Study Research

Narrative Inquiry

Storying and 'Restorying' Framed by Bakhtin's Notion of Dialogism

Participants, Data Sources and Analysis

Issues of Positionality and Research Questions

Epistemic Positioning

Investigating Excessive Entitlement in the French 'Social Game' of Supervision

Excessive Faculty Entitlement Affecting Doctoral Students

Need for a Relational Understanding of the Problem of Dropout

When the Supervisory Relationship Falls Apart

Bringing My Personal Supervisory Experiences to the Surface

First-Time Oversight of Excessive Entitlement Challenges

Further Questioning of My Excessively Entitled Approach to Supervision

Supervision as an Ongoing Learning Process

Learning From Reflection on Experience

Closing Comments

Self-Study in the Researcher's Maturation Process

Excessive (En)title(ment) Fight? Exploring the Dynamics that Perpetuate Entitlement in Education and Beyond

Before the Story

Theoretical Framework: Scene-Setting

Method and Context

Findings and Analysis

The Voice: Getting Deeper

Conclusions: Back to My Roots

IV. Synthesizing the Core Ideas

Looking Back to Look Forward

The Holocaust and Other Inhumane Acts.

Excessive Entitlement as Dehumanization.

Notes:

Description based on publisher supplied metadata and other sources.

Description based on print version record.

Includes bibliographical references and index.

ISBN:

1-83797-877-8