Prelims

Half Title Page

Understanding Excessive Teacher and Faculty Entitlement

Series Title Page

Advances in Research on Teaching

Series Editor: Volumes 1–11: Jere Brophy

Volumes 12–29: Stefinee Pinnegar

Recent Volumes:

Title Page

Advances in Research on Teaching Volume 38

Understanding Excessive Teacher and Faculty Entitlement: Digging at the Roots

Edited by

Tara Ratnam

Independent Teacher Educator and Researcher, India

And

Cheryl J. Craig

Department of Teaching, Learning and Culture, Texas A&M University, USA

United Kingdom – North America – Japan – India – Malaysia – China

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Emerald Publishing Limited

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First edition 2021

Copyright © 2021 Emerald Publishing Limited

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British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-80043-941-2 (Print)

ISBN: 978-1-80043-940-5 (Online)

ISBN: 978-1-80043-942-9 (Epub)

ISSN: 1479-3687 (Series)

Dedication

To the teachers working in the trenches for self-preservation and the “blaring people” in academia – all who need the healing that comes from heightened awareness of excessive entitlement in self and others.

List of Figures and Tables

About the Editors

Tara Ratnam, PhD, is an independent teacher educator and researcher from India. She is an Associate Editor for Teacher Education, Frontiers in Education. She is a member of the Executive Committee of ISATT (International Study Association on Teachers and Teaching).

Cheryl J. Craig, PhD, is a Professor, an Endowed Chair of Urban Education and the Program Lead for Technology and Teacher Education in the Department of Teaching, Learning and Culture, Texas A&M University. She is an American Educational Research Association Fellow.

About the Contributors

Salma Ali is a PhD student at Texas A&M University. Her research interests center around the use of technology in the classroom, TPACK, and multicultural education. She has 10 years of classroom teaching experience in UAE and in the US.

Lobat Asadi earned her PhD in Curriculum and Instruction from Texas A&M University. As an educator, researcher and storyteller, she is focuses on cultural, racial, sociolinguistic, gender and other issues of equity in education. She is interested in arts-based educaton and integration, as well as social ecology.

John Buchanan is an Associate Professor in Teacher Education at the University of Technology, Sydney. His teaching and research interests include teacher professionalism, quality, retention and attrition, intercultural education, global studies, TESOL and history, geography and civics and citizenship.

Kimberly Ann Currens taught secondary mathematics and was in the US Air Force before earning degrees in engineering, business, and curriculum and instruction. Her research focuses on reading as learning resources in mathematics, aiming to develop targeted reading strategies for the teaching of mathematics.

Amin Davoodi is a doctoral student in ESL, Technology and Teacher Education at Texas A&M University. His research interests are equity for English language learners, second language learning and robot assisted learning.

Marie-Christine Deyrich is Professor Emeritus of the University of Bordeaux, France. Her research on teacher and teaching focuses on comparative higher education studies and educational policies relating to teacher development in inclusive environments.

Feyza Doyran is the Head, English Language Teaching, Hasan Kalyoncu University, Turkey. She earned her MA (English Language Teaching) and PhD (Educational Sciences) from Middle East Technical University. She is Turkey's national representative on the Executive Committee of ISATT.

Matthew J. Etchells is the Director of Education Outreach, Marketing and Communications, for the Education Leadership Research Center (ELRC) & Center for Research and Development in Dual Language and Literacy Acquisition (CRDLLA). His research focuses on teacher identity and education.

Sonia Faraji has a Master’s degree in Curriculum Studies. Her main research interest is teacher professional identity. She is engaged in two research projects on teaching and teacher education. She also has worked as an elementary teacher for two years.

Heidi Flavian is a Senior Lecturer and the Head of Special-Education department at Achva-Academic-College in Israel and a Co-Editor of the Journal of Quality Assurance in Education. Her research focuses on teacher preparation and thinking processes among learners.

Helena Amaral da Fontoura is a Professor in the Department of Education at the State University of Rio de Janeiro. She has a PhD in Science ENSP/Fiocruz (1997), a Post-Doctorate in Education at the University of Barcelona (2007) and UFMT (2017).

Khalil Gholami earned his PhD in Education from the University of Helsinki (2009). He is a faculty member at the University of Kurdistan. His main research interests are teaching and teacher education.

Hafdís Guðjónsdóttir is a Professor at the University of Iceland. She pursues qualitative research methodology, practitioner research and self-study focusing on inclusion, multicultural education, pedagogy and educational practices, teacher development and professionalism. Hafdís is the co-editor of Teaching and Teacher Education.

Özge Hacıfazlıoğlu is a Professor and Vice-Rector at Hasan Kalyoncu University, Turkey. She holds a doctorate in Educational Administration. She is the Outreach Coordinator on the ISATT (International Study Association on Teachers and Teaching) Executive Committee.

Inmaculada Hernández is Adjunct Professor in the Faculty of Education, University of Salamanca, where she coordinates the Practicum subjects for all degree programs. She is also a Primary School Teacher in the public school system in Castilla y León, Spain.

Wendy Holland is an Academic in Teacher Education at the University of Technology Sydney. Her teaching and research interests include intercultural education, Indigenous Australian education and supporting preservice teachers to become culturally competent and responsive educators.

Constance Khupe is a Student Academic Advisor in the Faculty of Health Sciences at the University of Witwatersrand. Her research interests lie in Indigenous knowledge and the influence of language and culture on learning, student academic development and success.

David Kirshner is Professor of Mathematics Education and Associate Director of the Gordon A. Cain Center for STEM Literacy at Louisiana State University. He is Associate Editor of the International Journal of Mathematical Thinking and Learning.

Magdalena Kohout-Diaz is a Professor at the University of Bordeaux, France, and an Associate Professor at Charles University, Prague, Czech Republic. At the Laboratory of Cultures-Education-Societies (LACES -EA 7437), her research mainly focuses on philosophy, educational sciences, and psychoanalysis.

HyeSeung Lee taught Physical Education and studied Sport Pedagogy in Korea and is currently pursuing a doctoral degree in Curriculum and Instruction at Texas A&M University. Her research focuses on teachers' embodied spirituality and hidden wholeness.

Jing Li is a Research Fellow in the Faculty of Education, East China Normal University. Her research focuses on teachers' personal-professional development in urban/rural schools, teacher knowledge communities, teacher identity, teacher retention in high-needs areas and narrative inquiry.

Juanjo Mena, PhD, is Associate Professor at the Department of Education, University of Salamanca, Spain. He is the Treasurer of ISATT and a research collaborator with Kazan Federal University, Russia. His research interests are mentoring, practicum, teacher education, and ICT.

Miguel Burgess Monroy is an Assistant Professor at the University of Houston (US) where he teaches bilingual education to pre-service teachers. He researches issues concerning Latinx teacher education in the United States and Mexico.

Eunice Nyamupangedengu is a Senior Biology Teacher Educator at the University of Witwatersrand, South Africa. She is a member of AERA and is interested in practice-based research, Self-Study of Teacher Education Practices (S-STEP) and Pedagogical Content Knowledge (PCK).

Eunhee Park is a PhD candidate in Curriculum and Instruction at Texas A&M University. Her research interests include utilizing music in general education, culturally relevant curriculum, curriculum integration, preservice teacher education, a/r/t/ography and musical narrative inquiry.

Maria Alzira de Almeida Pimenta has a PhD in Education from the State University of Campinas. She is currently a Professor in the Graduate Program in Education, University of Sorocaba and Leader of the Research Group on Higher Education, Technology and Innovation.

Stefinee Pinnegar is a Teacher Educator at BYU. She began teaching on the Navajo Reservation. Her research focuses on teacher education through self-study of practice. Currently, she is the series editor for Advances in Research on Teaching Series and Frontiers teacher education journal for Frontiers.

Martha Prata-Linhares, PhD, is an Associate Professor, Federal University of Triangulo Mineiro, Brazil. Her research interests include teacher education and professional development, and teaching and learning in contemporary digital culture interconnected with curriculum studies and arts.

Shakiba Razmeh is a Doctoral Student in ESL, Technology and Teacher Education at Texas A&M University. She is interested in language identity, sociocultural aspects of English language teaching, and second language learning.

Tom Russell is Professor Emeritus at Queen's University in Kingston, Ontario, where he taught for 42 years. His teaching focused on physics methods and research on how individuals learn to teach, with particular attention paid to learning from experience and tacit craft knowledge.

Erin A. Singer graduated in 2019 with her doctorate in Curriculum and Instruction from Texas A&M University. She is currently the lead coordinator for Massive Open Online Professional Individualized Learning (MOOPIL) at the Education Leadership Research Center, Texas A&M University.

Kim Skinner is an Associate Professor of Literacy and Curriculum Studies in the School of Education of Louisiana State University. Her recent scholarship employs ethnography as a means for understanding literacy events in and outside of classrooms.

List of Contributors

Foreword

All learning is autobiographical and, as Dewey asserts, comes from purposeful reflection on personal experience. The experience that initiated this process of deep reflection about teachers and their learning stemmed from my involvement in a curriculum renewal process in India back in the 1980s. This was a time when ideas of empowering teachers by giving them more active participatory roles in the higher echelons of decision-making such as syllabus and material production were gaining ground in educational literature. I was part of a small group of teachers who carefully put together a set of materials and an evaluation scheme based on progressive ideas current in ESL teaching. Brimming with the enthusiasm of torch bearers we took the innovation to our teacher colleagues only to see that it failed to evoke the same spirit of commitment we had expected of them.

Time after time, in the curricular reform studies I have undertaken since then, I have heard the same refrain, “Teachers are not willing to change.” This left me puzzling over my paradoxical experience with teachers: the expression of a desire to improve and change, on one hand, and their seeming disinclination to take charge of their learning and to reconsider their practice, on the other. The latter seemed to entitle one to blame students for a failure not of their making. It is while trying to characterize teachers' seeming reluctance to change that I stumbled upon the idea of “excessive teacher entitlement” as a counterpart to the popular characterization of some students as overly privileged in academic settings. What started as a quest to understand the cultural embrace of ‘intellectual arrogance’ among teachers/faculty led me to question the limits of my own knowing.

As a child, I listened to stories about rishis in the Himalayas, who had matted locks and long beards, and who supposedly engaged in tapas (deep meditation) for eons to gain Ātmajñāna (self-realization). The idea of self-realization, which sounded very esoteric and remote from my reality at that time, started making sense years later as I engaged in this humbling process to combat excessive entitlement present in myself and others through Ātmajñāna and the attendant empathetic understanding of the other.

My desire to create a symposium on the topic of excessive teacher/faculty entitlement for the ISATT conference 2019 in Sibiu, Romania, immediately resonated with international scholars. Cheryl Craig was the first to respond. She was excited at the prospect of moving the concept from uncharted territory into the field of teaching and teacher education. I sensed the germination of an additional layer of meaning in the idea of “generous scholarship” (Craig, 2020) which she introduced in her keynote speech at that very conference. This connection is finding more explicit expression in our dialogues today.

Two symposia were organised at Sibiu to accommodate more voices bringing diverse perspectives into our deliberations. They created a legitimate professional platform to talk about the sources of oppression in the workplace, giving words and meaning to knowledge and emotions that had been simmering a long time. This cathartic release was a liberating experience according to the symposium participants.

It was Cheryl Craig who suggested that a book would bring fruition to our productive symposia. We used this opportunity to invite more international contributors to advance our thinking and to build a knowledge base on the crucial issue of “excessive teacher/faculty entitlement”, a phenomenon that seized my attention decades ago and has ruminated in my mind ever since.

Tara Ratnam

Independent Teacher Educator and Researcher, India

Acknowledgements

We, the editors, would like to acknowledge with gratitude Dr Xiao Han for her patient and meticulous formatting work.

We are grateful to all the reviewers for their willing investment of time and effort: Michael O'Loughlin, Anna Stetsenko, Carola Steinberg, Sheila Hirst, Wendy Nielson, Peter Smagorinsky, Hafdís Guðjónsdóttir, John Buchanan, David Kirshner, Marie-Christine Deyrich, Wendy Holland, Kim Skinner, Eunice Nyamupangedengu, Constance Khupe, Khalil Gholami, Tom Russell, Juanjo Mena, Martha Prata-Linhares, Helena Fontoura and Sunil Iyengar.

Special thanks go to Sheila Hirst for her valuable editorial assistance.

We thank all the people associated with the production of this book, in particular, Stefinee Pinnegar, Kim Chadwick and her Emerald Publishing team.