Academia

, 139–140

Academic entitlement

, 44

Action Learning, Action Research and Process Management (ALARPM)

, 175–176

Action research

, 169, 174–175

Activity

drawing networked relational model of

, 53–55

system

, 49, 54–55, 72

Activity systems model (ASM)

, 46

Alchemy (Chopra’s concept)

, 160

Amalgams of experience

, 142–145

faculty member example

, 143–145

graduate student example

, 142–143

American Association of Teaching and Curriculum (AATC)

, 141

American Federation of Teachers (AFT)

, 189

Apology, The

, 255

Arts-based inquiry

, 218–219

Assemblages

, 49

Australia, referenda in

, 256

Authoritarian

, 69–70

discourse

, 241–242

style

, 71

teacher’s style

, 71–72

Authoritative discourse

, 20–21, 68, 74

authority vs. authoritarian

, 69–70

dialogue, authority and teachers’ styles

, 71–72

dialogue vs. monologue

, 70–71

teacher and student power relations

, 72–73

‘Authoritative teachers’ style

, 72

Authority

, 69–72

Autoethnographic practices

, 205

Autoethnography

, 169, 201–203

Awareness, reflection of

, 211–212

#BackonTrack programme

, 100

Bakhtin’s notion of dialogism, storying and ‘restorying’ framed by

, 234–235

Banking Education

, 64–65, 71

Basic Law of the Non-Higher Education System

, 127–128

Best–loved self

, 138–139, 168–170, 272, 276

concept

, 2–3, 6

Yin–Yang of excessive teacher/faculty entitlement and

, 11–12

Bodily memory

, 198–199

Bourdieu’s social theory of reproduction

, 233

Bracketing

, 198–199

Bridling

, 198–199

excessive teacher entitlement

, 204–205

Broadening

, 141

Burrowing

, 141

Cable News Network (CNN)

, 188

Cami Maths (Software)

, 82

Care ethics

, 217, 226

Catholic education

, 128

Change Laboratories

, 106

protocols

, 108

session

, 108–109

Chinese basic education system

, 124

Classroom discourse, uncovering teacher authority in

, 21

Community of practice

, 77

Competition

, 5–6

Computer software

, 94

Computer-based mathematics lessons

, 91–93

Concept activity

, 74–76

Conceptual complexification

, 76

Conceptual inquiry

, 77

Conceptual investigation approach

, 76–77

Confucianism

, 126

Consciousness

, 12–13

Conservative viewpoints

, 192

Continual reflect journaling technique

, 198–199

Continuity

, 200–201

Contradictions

, 33, 83–84

Convoluted circumstances

, 143

Core ideas, synthesizing

, 13

COVID-19

, 184

Critical theory

, 169–170

Cultural inquiry approach

, 77

Cultural mediation

, 75

Cultural-Historical Activity Theory (CHAT)

, 8, 11, 22–23, 37–38, 44–45, 54, 65, 78–79, 83–84, 102–104, 108, 121, 276

activity system

, 50–51, 53

CHAT-informed educational research

, 104

contextualization within

, 45–48

perspective

, 118–119

principles

, 112

Cultural–historical theory

, 33

Culturally sustaining pedagogy

, 157

Currere

, 216–219

Curriculum theory-based methodology

, 216–217

Darlinghurst Gaol

, 250

Darlinghurst Prison

, 250

Decision-making processes

, 66–67

Defensive pedagogy

, 95–96

analytical framework

, 87–88

computer-based mathematics lessons

, 91–93

context

, 86–87

equivalent fractions

, 89–90

face-to-face lessons

, 89

findings

, 89, 96, 109, 113

instructional rules

, 90–91

method, data sources and analysis

, 108–109

methodology

, 86–88

object in computer-based lesson

, 93–96

purposes

, 102–103

research participants

, 86

theoretical framework

, 82, 86, 103, 108

Deficit teacher

, 35–36

Deficit view of students

, 29–30

Dehumanization, excessive entitlement as

, 272

Dialectical process

, 70

Dialogic engagement, conversation

, 151–164

Dialogic interaction

, 69

Dialogic research

, 150

Dialogical approach

, 242

Dialogical relationship

, 241–242

Dialogical science education (see also Traditional education)

, 68–74

authority vs. authoritarian

, 69–70

dialogue, authority and teachers’ styles

, 71–72

dialogue vs. monologue

, 70–71

teacher and student power relations

, 72–73

Dialogical–authoritative educational framework

, 74

Dialogic–authoritative process

, 77

Dialogism, storying and ‘restorying’ framed by Bakhtin’s notion of

, 234–235

Dialogue

, 70–72

Dichotomies

, 68

Digital technologies

, 100–101

Dilemmas, importance of managing

, 273

Dilemmatic spaces

, 120–121

excessive teacher entitlement

, 119–120

Lee’s narrative account

, 124–126

narrative inquiry as research method

, 122–124

Ping’s narrative account

, 126–127

(re-) telling and (r-) living in stories of teachers

, 124–129

theoretical underpinnings

, 119–122

transformative agency

, 121–122

Wang’s narrative account

, 127–129

Direct teaching

, 91

Discourse

, 241–242

District Institute of Education and Training (DIET)

, 24–25

Doctoral School (DS)

, 240

Doctoral students, excessive faculty entitlement affecting

, 236–237

Doctoral supervision

Bourdieu’s social theory of reproduction

, 233

bringing my personal supervisory experiences to surface

, 239

epistemic positioning

, 235–236

excessive entitlement

, 232–233

first-time oversight of excessive entitlement challenges

, 239

further questioning of my excessively entitled approach to supervision

, 239–242

investigating excessive entitlement in French ‘social game’ of supervision

, 236–238

issues of positionality and research questions

, 235–236

learning from reflection on experience

, 243–244

methodological framework

, 234–235

narrative inquiry

, 234

participants, data sources and analysis

, 235

self-study in researcher’s maturation process

, 244–245

self-study research

, 234

storying and ‘restorying’ framed by Bakhtin’s notion of dialogism

, 234–235

supervision as ongoing learning process

, 242–244

theoretical framework

, 232–233

Double stimulation

experiments

, 106

as method of intervention

, 26–27

as unit of analysis

, 27

Drawing-based network model

, 52

Dropout, need for relational understanding of problem of

, 237–238

Due

, 140

Duoethnography

, 150–151, 162

Dysfunctions in supervision

, 237–238

Earned entitlement

, 47–48

Economic rationalism

, 169–170

Education

, 100, 157–158, 252–253

Educational ethics

, 217–218, 226

Educational leaders

, 185–186

Educational process

, 20–21

Educational theory (see also Living–educational–theories (LET))

, 171

Educational transformation

, 102

Educators

, 226

and humanity

, 273–274

Elimination process

, 261

Emancipatory dialogic activity

, 70–71

Empowered entitlement

, 4, 273

development

, 6–7

from excessive entitlement to

, 33–34

‘Energy Paradigm’, The

, 175–176

English as a Foreign Language (EFL)

, 102

English as Second Language (ESL)

, 2, 18–19

Entitlement concept

, 43–44, 119, 140

Epideictic discourse

, 73–74

Epideictic oratory

, 73–74

Epideictic-Esperantist discourse, The

, 74

Epistemic positioning

, 235–236

Equivalent fractions

, 89–90

Esperantist-Epideictic discourse

, 74

Ethics

, 156, 226–227

Evaluation

, 161

Excessive entitlement

, 2, 18, 44–45, 48, 101–102, 138, 168–169, 171, 216, 219, 225–226, 232–233, 242–243, 253, 273

amalgams of experience

, 142–145

back to my roots

, 263–264

background literature

, 138–140

best-loved self

, 139

cultural-historical view of

, 4–5

as dehumanization

, 272

due

, 140

excessive faculty entitlement affecting doctoral students

, 236–237

experience

, 139

findings and analysis

, 255–263

first-time oversight of

, 239

in French ‘social game’ of supervision

, 236–238

higher education contexts

, 139–140

interpretive transition

, 145

mainstream view of

, 4

method and context

, 254–255

narrative inquiry research method

, 140–141

need for relational understanding of problem of dropout

, 237–238

positionality

, 141–142

purposes

, 252

supervisory relationship

, 238

the voice

, 258–263

theoretical framework

, 253–254

Excessive faculty entitlement affecting doctoral students

, 236–237

Excessive teacher entitlement

, 2, 64, 78–79, 84, 86, 130, 209, 217

analytical framework

, 87–88

background and questions for study

, 23–25

bridling to understand

, 204–205

computer-based mathematics lessons

, 91–93

concept

, 18–19

conquering excessive entitlement to develop beneficial aspect of teacher authority

, 21–22

context

, 86–87

continuing learning through emergent problem situation

, 32–33

developing professional and transformative activist stance

, 32

double stimulation as method of intervention

, 26–27

double stimulation as unit of analysis

, 27

enriching notion of

, 2–4

equivalent fractions

, 89–90

face-to-face lessons

, 89

findings

, 27, 33, 89, 96

government school in India

, 23–24

implications for teacher education

, 35–36

inconsistency between teacher espousal and practice

, 19–22

instructional rules

, 90–91

methodology

, 86–88

notion of excessive entitlement

, 36–37

object in computer-based lesson

, 93–96

participants, sources of data and analysis

, 25–27

perspective framing study

, 22–23

primary contradiction

, 28–29

problem situation

, 24–25

reflecting on process

, 33–34

reflections of

, 206–211

research participants

, 86

resistance to excessive entitlement

, 34–35

secondary contradiction

, 29–31

signposting contributions of study

, 38

space of becoming

, 38

teacher as researcher

, 23

teacher authority and links to

, 20–21

tertiary contradictions

, 31–32

theoretical framework

, 82–86

uncovering teacher authority in classroom discourse

, 21

Excessive teacher/faculty entitlement

, 8, 275

excessive entitlement as teacher resistance to change

, 5–6

healing touch to

, 5–7

humanizing pedagogy with resistance for change

, 6–7

Yin–Yang of

, 11–12

Expansive learning

, 26–27

Experience

amalgams of

, 142–145

learning from reflection on

, 243–244

theory of

, 200–201

Facebook

, 187

Faculty member example

, 143–145

Fictionalization

, 141

Field

, 233

FIFA Women’s World Cup

, 254

Formative initiative, emergence of

, 24–25

Fourth Industrial Revolution (4IR)

, 100

Freedom movement

, 153

French ‘social game’ of supervision, investigating excessive entitlement in

, 236–238

Google Classroom

, 110

Government school in India

, 23–24

Graduate student example

, 142–143

Guiltless recognition

, 169–171

Habitus

, 233

High school

, 219

Higher education contexts

, 139–140

Historical analysis

, 33

Holocaust and inhumane acts

, 271–272

Human ideological becoming process

, 38

Humanity, educators and

, 273–274

Humanizing pedagogy with resistance for change

, 6–7

“Iatrogenesis”

, 217

Imaginative artifact

, 52

Inclusion

, 252

India, Government school in

, 23–24

Indirect costs (IDC)

, 139–140

Indulgent teachers

, 72

Inflammatory language

, 191

Informal curriculum

, 225

Information and communication technologies (ICTs)

, 82

Inhumane acts, holocaust and

, 271–272

Instagram

, 187

Institutional Framework of Teaching Staff in Non-Higher Education Private Schools

, 127–128

Instructional rules

, 88, 90–91

Instrumental dialogue

, 70

Intentionality

, 202

Interaction

, 200

Internally persuasive discourse

, 20–21

International Conference on Transformative Education Research and Sustainable Development

, 176

International Council on Monuments and Sites (ICOMOS)

, 261

International Study Association on Teachers and Teaching (ISATT)

, 141

Interpretive transition

, 145

Intervention, double stimulation as method of

, 26–27

Invisible college, emergence of

, 2–4

Inward-looking process

, 22

Learning

through emergent problem situation

, 32–33

by expanding concept

, 77

loss of

, 191–192

from reflection on experience

, 243–244

Lee’s narrative account

, 124–126

Liberal views

, 192

Lived body

, 198–199

Living contradictions, dealing with

, 172–173

Living Educational Theory Research approach

, 169, 173–175, 177–178

Living Educational Theory Researcher

, 174–175

Living–educational–theories (LET)

, 174, 180

born into excessive entitlement

, 168–169

dealing with my living contradictions

, 172–173

findings

, 176–178

methodology and methods

, 173–176

perspective

, 169–170

professional excessive entitlement

, 171–172

reflecting on vulnerabilities

, 178–179

Master Maths (Software)

, 82

Mathematics

, 82, 85–86

Media literature review

, 187–188

Mediation

, 76, 82–83

Mediational artefacts

, 106

Mis-educative

, 201

Mobile dictionaries

, 105–106

Monological-authoritarian teacher–student interaction

, 73–74

Monologue

, 70–71

Moral ethics

, 217

Narrative analysis

, 129

Narrative inquiry

, 234, 253

as research method

, 122, 124, 140–141

Narrative Research

, 175

National Assessment of Educational Progress (NAES)

, 191

National Education Association (NEA)

, 189

National Party, The

, 255

National Public Radio (NPR)

, 188

Networked relational model

, 50, 52–53, 57

applying

, 55–59

drawing networked relational model of activity

, 53–55

excessive entitlement

, 45–48

excessive entitlement as performative networked relational model

, 48–50

of learning

, 51

method

, 53–55

New South Wales Police (NSW Police)

, 250

Nonpersonhood

, 184

Null curriculum

, 216–217

Online programs

, 187

Ontological dialogue

, 70

Pandemic

, 184

Participatory formative interventions

, 106

Pedagogy dehumanization

, 5–6

Peer review as self-reflexive tool

, 7–8

Performative networked relational model, excessive entitlement as

, 48–50

Permissive style

, 71

Permissive teachers

, 72

Personal persuasion

, 241–242

Personal supervisory experiences to surface

, 239

Phenomenological Research

, 175

Phenomenology

, 169, 201–202, 205

Photo voice assignment

, 155–156

Ping’s narrative account

, 126–127

Political correctness

, 254

Politicians

, 224

Polyvocal style

, 150–151

Positionality

, 141–142

issues of

, 235–236

Postpandemic media reports

, 188

Power

, 254

Practitioner-researcher

, 173–174

Practitioners

, 199–200

Primacy of teachers and professors

, 272–273

Primary contradiction

, 28–29

Principal investigator (PI)

, 139–140

Professional activist stance

, 32

Professional development

, 168

Professional ethics

, 218, 227

Professional excessive entitlement

, 171–172

Professional living

, 118–119

Professionalism ethics

, 226

Professors, primacy of teachers and

, 272–273

Progress in International Reading Literacy Study (PIRLS)

, 100

Quality education system

, 100–101

(R-) living in stories of teachers

, 124–129

(Re-) telling in stories of teachers

, 124–129

Reconceptualization process

, 162

Referenda in Australia

, 256

Referendum

, 256

Reflections

of excessive teacher entitlement

, 206–211

theory of

, 200–201

Reinforcement pedagogy

, 91

Reproduction, Bourdieu’s social theory of

, 233

Research

, 73

issues of research questions

, 235–236

methodologies

, 235–236

narrative inquiry as research method

, 122–124

Researcher’s maturation process, self-study in

, 244–245

Resistance

, 6

to excessive entitlement

, 34–35

Resource persons (RPs)

, 25

Restorying framed by Bakhtin’s notion of dialogism

, 234–235

Returned and Services League (RSL)

, 260–261

ROTC program

, 208

Saturday group, The

, 25–26

School encapsulation

, 74, 76–77

Science, technology and society approach (STS approach)

, 66

Science education

, 68

teachers’ commitment to absolute truth in

, 65–68

Science teachers’ power, teachers’ style and epistemological dimension of

, 73–74

Science-Technology-Engineering-Mathematics (STEM)

, 139–140, 162

Scientific Esperantism

, 73

Scientific inquiry

, 77

Scientific instrumentalism

, 66

Scientific–cultural inquiry (see also Narrative inquiry)

, 74–77

concept activity

, 74–76

mediation and conceptual complexification

, 76

towards overcoming school encapsulation

, 76–77

Secondary contradiction

, 29–31

Self-realisation

, 245

Self-reflexivity

, 245

Self-righteousness

, 153

Self-study

genre

, 253

research

, 175, 234

in researcher’s maturation process

, 244–245

Situated learning

, 26–27

Siyazama Primary School

, 87

Social activity

, 72

Social justice ethics

, 217, 226–227

Social media platforms

, 187

Societal narratives of teachers

findings

, 188–192

loss of learning

, 191–192

method, data sources, and analysis

, 187–188

missing voices of teachers

, 188–190

objectives/purposes

, 185

perspectives/theoretical framework

, 185–187

teacher shortage

, 190–191

Societal reidentification

, 169–171

Sociomaterial approach

, 48, 50–51

South Africa

, 82

Spatial sociology

, 120–121

Standardised materials

, 105–106

Stories

, 203

Storying framed by Bakhtin’s notion of dialogism

, 234–235

Student testing

, 191

Supervision

investigating excessive entitlement in French ‘social game’ of

, 236–238

as ongoing learning process

, 242–244

Supervisory relationship

, 238

Systemic excessive entitlement

, 150

Systems view

, 59

Teacher education

implications for

, 35–36

insights for

, 36–37

programs

, 278

Teachers

, 32, 186

agency

, 102

authority and links to excessive teacher entitlement

, 20–21

commitment to absolute truth in science education

, 65–68

conquering excessive entitlement to develop beneficial aspect of teacher authority

, 21–22

entitlement

, 209

ideological becoming

, 32

inconsistency between teacher espousal and practice

, 19–22

missing teachers voices

, 188–190

narratives

, 204

nonpersonhood

, 185

primacy of professors and

, 272–273

as researcher

, 23

resistance

, 19

(re-) telling and (r-) living in stories of

, 124–129

shortage

, 190–191

and student power relations

, 72–73

style and epistemological dimension of science teachers’ power

, 73–74

styles

, 71–72

uncovering teacher authority in classroom discourse

, 21

Teaching

, 18

Teaching–learning process

, 74–75

Tertiary contradictions

, 31–32

Theoretical endeavour

, 65

Traditional education

Currere

, 218–219

educational ethics

, 217–218

ethics

, 226–227

excessive entitlement

, 225–226

findings

, 220–225

high school

, 219

Transformative activist stance

, 22, 32

Transformative agency

, 4, 119, 121–122

Transformative agentive side up

, 23

Transformative potentials

, 102–103

‘Transformative process of teachers’ ideological becoming

, 34

Translanguaging

, 159

Trends in International Mathematics and Science Study (TIMSS)

, 82, 100

Trinomial

, 75

Troubling excessive entitlement

autoethnography

, 202–203

bridling to understand excessive teacher entitlement

, 204–205

literature review

, 200–205

methodology and more questions

, 205

narrative

, 206, 208–211

purpose and research questions

, 199–200

reflection

, 198–199

reflection of awareness

, 211–212

reflections of excessive teacher entitlement

, 206–211

researching lived experiences

, 201–202

theory of experience and reflection

, 200–201

United Nations Educational, Scientific, and Cultural Organization (UNESCO)

, 261

United States

, 185

Universal education, embodiment of

, 23–24

Universities

, 139–140

University Academic

, 172

Value-seeking phenomena

, 55

Values of human flourishing

, 168–172

Visual representations

, 57

Visually accessible networked relational model

, 57–58

Voice, The

, 255, 258, 263

recommendations

, 257

Vygotsky’s triangular model

, 9

Wang’s narrative account

, 127–129

Western Cape Education Department (WCED)

, 100

Yin–Yang of excessive teacher/faculty entitlement and Best Loved Self

, 11–12

Yrjö Engeström’s activity systems model

, 44–45

Zone of proximal development (ZPD)

, 82–83

Zoom

, 151