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.

After Excessive Teacher and Faculty Entitlement helps teachers/educators negotiate the living contradictions they experience in their sociocultural and institutional milieux which threaten their professional, emotional, and moral survival with the defensive shield of excessive entitlement they feel compelled to embrace. Chapters provide guidance to increase the possibilities of co-creating better learning and working environments for all to realize the commonly cherished educational and life goal of human flourishing.

Besides education and teacher education practice, After Excessive Teacher and Faculty Entitlement has relevance for dealing with excessive entitlement in organizational contexts by offering new ways to view and address the problem.

Tara Ratnam 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 to influence teachers’ thinking and practice creating a gap between their intention and action. She explores forms of pedagogical mediation and relationality that could support teachers and students learn with self-esteem and possibility.

Cheryl J. Craig seeks to understand educators’ experiences in their own terms through the use of narrative inquiry. She is a Professor, Houston Endowment Endowed Chair of Urban Education, and Program Lead of Teaching and Teacher Education at Texas A&M University. She is 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).