Prelims

Half Title Page

After Excessive Teacher and Faculty Entitlement

Series Title Page

Advances in Research on Teaching

Series Editors: Cheryl J. Craig and Stefinee Pinnegar

Recent Volumes

Title Page

Advances in Research on Teaching Volume 47

After Excessive Teacher and Faculty Entitlement: Expanding the Space for Healing and Human Flourishing Through Ideological Becoming

Edited by

Tara Ratnam

Independent Teacher Educator and Researcher, India

And

Cheryl J. Craig

Texas A&M University, USA

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

Copyright Page

Emerald Publishing Limited

Emerald Publishing, Floor 5, Northspring, 21-23 Wellington Street, Leeds LS1 4DL

First edition 2024

Editorial Matter and Selection © 2024 Tara Ratnam and Cheryl J. Craig.

Individual chapters © 2024 The authors.

Published under exclusive licence by Emerald Publishing Limited.

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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters' suitability and application and disclaims any warranties, express or implied, to their use.

British Library Cataloguing in Publication Data

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

ISBN: 978-1-83797-878-6 (Print)

ISBN: 978-1-83797-877-9 (Online)

ISBN: 978-1-83797-879-3 (Epub)

ISSN: 1479-3687 (Series)

List of Figures and Tables

About the Editors

Tara Ratnam, PhD, is an independent teacher educator and researcher from India. In her work with teachers, the difference she observed between what they advocated and its startling antithesis in their practice led her to study how culture and context interacted and influenced teachers' thinking and practice, creating a gap between their intention and action. A failure to link student learning to their cultural ways of knowing has motivated her to explore forms of pedagogical mediation, relationality, thinking, and development that could support teachers help students, particularly the socioculturally diverse and disadvantaged students, to learn with dignity and possibility.

Cheryl J. Craig, PhD, is a Professor, Houston Endowment Endowed Chair of Urban Education, and Program Lead of Teaching and Teacher Education at Texas A&M University. In addition to being her campus's Founding Director of the Collaborative for Innovation for Education, she is an AERA Fellow, a recipient of AERA's Division B Lifetime Achievement Award and AERA's Division K Legacy and Research Excellence Awards. She is also a recipient of the AERA Michael Huberman Award for Outstanding Contributions to Understanding the Lives of Teachers. Currently, she serves as the Chair of the International Study Association on Teachers and Teaching (ISATT).

About the Contributors

Louis Botha, PhD, is a Senior Lecturer at the Wits School of Education at the University of the Witwatersrand in Johannesburg. He teaches sociology of education, inclusive education, and transformative education and research at the undergraduate and postgraduate levels. His research is concerned with the marginalization and transformation of knowledges within contexts of teaching, learning, and research, drawing particularly upon indigenous knowledges in this regard. His research is generally framed within a cultural-historical activity theory (CHAT) approach, using the principles and research interventions developed by CHAT researchers to explore possibilities for innovative change within educational contexts.

John Buchanan, EdD, is an Adjunct Associate Professor at the University of Technology Sydney, where he has worked for more than 20 years. Prior to that, he taught at primary and secondary levels in NSW, Australia, mainly in language education. His main teaching and research interests include self-study and social and environmental education, focusing particularly on intercultural education. He has also researched and published extensively on teacher quality, attrition, and retention. His environmental education interests extend to researching about the conceptualization and uses of place and writing about his hometown, Sydney, Australia, a place for which he holds a deep love.

Marie-Christine Deyrich, PhD, is Professor Emerita of Applied Linguistics, English Studies, and Teacher Education at the University of Bordeaux, France. She is an active member of ISATT and AERA. She has been involved in several collective projects among which include: Language Learning for Active Social Inclusion, Pandemic Pedagogy: Educators' Practices During the Covid-19, and the Invisible College Symposia. Her writings deal with ethical language teaching in intercultural issues, linguistic policy, LSP, and learning and teaching in higher education. Her most recent writings deal with the impact of power imbalances and excessive faculty entitlement on doctoral supervision.

Jackie Ellett, PhD, is an Associate Professor of Art Education at Piedmont University. She taught art in Gwinnett County Schools for 32 years. Her varied experiences as a mentor and state and national leader equipped her with the skills to prepare future classroom educators for success. Her teaching accomplishments and dedication to art education have been recognized with state and national awards, including the Nix/Mickish Award for Lifetime Contribution to Art Education, 2022, and the NAEA National Elementary Art Educator of the Year, 1995. She was a contributing writer for the texts Exploring Art, Art Talk, and Art Connections.

Joanne Hardman, PhD, is a Professor and Deputy Director in the School of Education, University of Cape Town. A Psychologist by training, her research interests include using Cultural Historical Activity Theory to study pedagogy and child development; the use of tools such as ICTs on cognition and the development of Executive Functions in the brain and developing online applications to facilitate conceptual development among primary school children. She is the Secretary of the International Association of Cognitive Education and Psychology and African executive member of International Society for Cultural-Historical Activity Research.

Celina Dulude Lay, PhD, currently teaches as an Adjunct Instructor at Brigham Young University at the David O. McKay School of Education. She majored in Educational Inquiry, Measurement and Evaluation at Brigham Young University. Her research interest is in teacher educator knowledge. She is a regular contributor to the American Educational Research Association, especially in the methodologies of Self-Study of Teaching and Teacher Education Practice (S-STEP) and Narrative Research SIG. She enjoys preparing teacher candidates in assessment, classroom management, adolescent development, TESOL K-12, instructional design, literacy in all content areas and ages, and supporting in-service teachers in professional development.

Warren Lilley, PhD, is a Senior Lecturer in the School of Education within the Psychology of Education stream. Developed through his extensive experience as an educator and teacher-trainer, his research focuses on digital equity and meaningful integration of technology within the classroom. His work empirically and theoretically explores these questions around educational transformation using formative-intervention methodologies, which focus on how educators and students can transform their classroom practices. Additionally, Warren continues to contribute his expertise and experience to the design and facilitation of national teacher development interventions and courses focusing on educational technology integration.

Cristiano Mattos, PhD, studied at the University of São Paulo (USP) investigating artificial cognitive systems. He is an Associate Professor at the Institute of Physics at the USP and currently the leader of the Research Group in Science and Complexity Education (ECCo). He works on the Cultural-Historical Activity Theory from a Freirean perspective, investigating the philosophical, psychological, and pedagogical foundations of teaching–learning of scientific and quotidian concepts, models of dialogic interaction, situated cognition, interdisciplinarity, and activity complexity, developing practical educational activities using science as an instrument to develop citizenship and democratic education for social and economic equity.

Joe Norris, PhD, is a Professor Emeritus at Brock University. He has received the 2015 Tom Barone Award for Distinguished Contributions to Arts Based Educational Research from AERA's Arts Based Educational Research SIG. He also has focused his teaching and research on fostering a playful, creative, participatory, and socially aware stance toward self and other and has taught courses in drama in education, applied theater, research methods (general, qualitative, and arts-based), and curriculum theory, among others at various universities. His book, Playbuilding as Qualitative Research: A Participatory Arts-based Approach, received AERA's Qualitative Research SIG's 2011 Outstanding Book Award.

Eliza Pinnegar, PhD, began her research journey while earning her undergraduate degree. She went on to graduate school, working with Dr D. Jean Clandinin. She attended community events at AERA. Her focus has been on school-aged children and their families' experiences inside school settings and outside. She has a passion for and has been an active member of the Narrative Research and S-STEP communities. She teaches for Anchorage School District. She has enjoyed serving in informal and formal capacities, advising budding researchers, reviewing journals, serving as program Chair, and contributing to the overall knowledge of the educational field.

Stefinee Pinnegar, PhD, is a graduate of the University of Arizona and an Emeriti Professor of Teacher Education from Brigham Young University. Her research interests focus on teacher thinking and practical memory, teacher educator knowledge, and teacher development through professional development. She has published articles in Educational Researcher, Journal of Teacher Education, Studying Teaching, and others. She has coauthored chapters in the most recent handbooks on teacher education and self-study of teacher education practices. She is a specialty editor of Frontiers – Teacher Education and coeditor of Emerald's Advances in Research on Teaching series.

André Machado Rodrigues, PhD, spent 10 years teaching Physics at an urban high school in São Paulo before assuming his current role as an Assistant Professor at the Institute of Physics, University of São Paulo. There, he leads the Physics Demonstrations Laboratory and coordinates the Teacher Instruction Program in Physics. As a member of the Research Group in Science and Complexity Education (ECCo), André focuses on science teacher education and scientific concept formation within the cultural-historical activity theory framework. His recent research critically evaluates the science education research field, highlighting the importance of collaborative activities.

Tom Russell, PhD, is a Professor Emeritus, Faculty of Education, Queen's University. He retired in 2019 after 42 years at Queen's. His teaching focused on secondary school science (physics in particular) and the improvement of teaching. His research focused on reflection-in-action, how individuals learn to teach, learning from experience and self-study of teacher education practices. He was a coeditor of the 2004 International Handbook of Self-Study of Teaching and Teacher Education Practices and served as a coeditor of the journal Studying Teacher Education during its first 15 years of publication. He has published numerous book chapters and coedited more than a dozen books.

Richard D. Sawyer, PhD, is a Professor of Education at Washington State University, where he chairs the MIT Secondary Certification Program. His scholarship intertwines reflexive, dialogic qualitative methodologies with curriculum theory. Working with Dr Joe Norris, he originated duoethnography and has written extensively about it. He has published a number of books and articles on curriculum theory and qualitative methodologies, including duoethnography. With Joe Norris, he was a recipient of the American Educational Research Association's Qualitative Research SIG's 2011 Outstanding Book Award for Duoethnography: Understanding Qualitative Research.

Ge Wei, PhD, is an Associate Professor and the Director of the Research Center for Children and Teacher Education, Capital Normal University, China. He is a Visiting Professor of Tampere University, Finland, and also the scientific council member of Center for Activity Theory at University West, Sweden. He draws on cultural-historical activity theory in studies of learning, teaching, and human development in a range of contexts, including schools, families, and societies. Besides, he prefers to inquire narratives to understand experiences of educators. His recent monograph is entitled Reimaging Pre-service Teaches' Practical Knowledge: Designing Learning for Future (Routledge, 2023).

Jack Whitehead, PhD, is a former President of the British Educational Research Association, a Distinguished Scholar in Residence Westminster College Utah, and a Visiting Professor at Brock University, Ontario. He is a Visiting Professor at Ningxia Teachers University, China; the University of Cumbria in the United Kingdom and North–West University in South African present. He is a reviewer and member of the editorial board of the Educational Journal of Living Theories and a reviewer for Action Research; Educational Action Research; Teaching and Teacher Education; Practitioner Research in Higher Education. In 2023, he received an Honorary DLitt from the University of Worcester.

Foreword

Acknowledgments

We, the editors, want to thank Xiao Han for her careful formatting work and her pointing out several important details that escaped our notice. Her tireless efforts are much appreciated.

The world is a better place thanks to people who want to grow professionally and help others grow in their personal development. We have all learned a lot during the peer review process. We appreciate how the exchange of feedback helped the authors create deeper meaning through dialogue with their fellow chapter authors. This has turned the writing of the chapters into a rich and transformative learning and development journey for everyone involved. Our heartfelt thanks go out to all the reviewers who gave their time to engage in the dialogic peer review process: Louis Botha, John Buchanan, Jackie Delong, Marie-Christine Deyrich, Jackie Ellett, Mairin Glenn, Joanne Hardman, Sheila Hirst, Sunil Iyengar, Thuri Jóna Jóhannsdóttir, Celina Lay, Warren Lilley, Cristiano Mattos, Joe Norris, Eliza Pinnegar, Stefinee Pinnegar, André Machado Rodrigues, Richard Sawyer, Ge Wei, and Jack Whitehead.

We especially thank Jackie Ellett for her extra reviews and editorial assistance.

We were delighted when Tom Russell took up our invitation to write the Afterword. We know how busy he is and the extra effort involved in responding to the multidisciplinary orientations of all the chapters.

Finally, we are grateful to all the people who helped us bring this book to life, especially Kirsty Woods, Lydia Cutmore, Pavithra Muthu, Shanmathi Priya, and the entire Emerald publishing team.