Tara Ratnam is an independent teacher educator and researcher from India. Her work is driven by two interrelated purposes: a) to create space for diverse students to participate as full members of the classroom and learn with dignity, and b) to support teachers to recognize voices of diversity as a form of competence in promoting learning in the classroom community.Cheryl J. Craig is a Professor and the Houston Endowment Endowed Chair of Urban Education at Texas A&M University, USA. Her research agenda has to do with what teachers come to know, do and be in context. She is an American Education Research Association (AERA) Fellow and a recipient of the Division K (Teaching and Teacher Education) Legacy Award.

• Chapter 1. Introduction: The Idea of Excessive Teacher Entitlement: Breaking New Ground; Tara Ratnam and Cheryl J. CraigSection I: Illuminating the Cultural Historical Roots of Teacher EntitlementChapter 2. A Literature Review of the Concept of Entitlement and the Theoretical Informants of Excessive Teacher Entitlement; Lobat Asadi and Salma AliChapter 3. Exploring Teacher Entitlement: Perspectives from Personal Experience; Tom RussellChapter 4. Entitlement as a Promising Concept for Teacher Education Research: From Displacement to Ethical Reframing; Magdalena Kohout-Diaz and Marie-Christine DeyrichChapter 5. Teachers' Role and Expectations: Processes vs. Outcomes; Heidi FlavianSection II: When Entitlement Becomes a Means to DeflectChapter 6. The Interaction of Culture and Context in the Construction of Teachers’ Putative Entitled Attitude in the Midst of Change; Tara RatnamChapter 7. The Entitled Teacher: Perpetrator or Victim?; David Kirshner and Kim SkinnerChapter 8. Learning Difficulties: On How Knowing Everything Hinders from Learning Anything New; John Buchanan and Wendy HollandChapter 9. Implicit Pedagogical Entitlement in Teachers’ Profession in Iran: A Sociopolitical Discourse; Khalil Gholami and Sonia FarajiChapter 10. In-Service Teacher Entitlement Attitude: A Case Study From the Spanish Context; Inmaculada Hernández and Juanjo MenaSection III: Curricular Experiences: Higher EducationChapter 11. Back in the Middle (Again): Working in the Midst of Professors and Graduate Students; Cheryl J. CraigChapter 12. Faculty Entitlement: Perspectives of Novice Brazilian University Professors; Martha Prata-Linhares, Helena Amaral da Fontoura, and Maria Alzira de Almeida PimentaChapter 13. In Between Wellness and Excessive Entitlement: Voices of Faculty Members; Feyza Doyran and Özge HacıfazlıoğluChapter 14. Entitlement in Academia: Multiperspectival Graduate Student Narratives; Miguel Burgess Monroy, Salma Ali, Lobat Asadi, Kim Currens, Amin Davoodi, Matthew Etchells, Eunhee Park, HyeSeung Lee, Shakibah Razmeh, and Erin SingerSection IV: Making the Invisible Visible: Helping Educators Extricate Their Unconscious SelfChapter 15. Was it a Case of Teacher Educator Entitlement? Revisiting Faculty Perspective on Pre-service Teachers’ Classroom Behaviours; Eunice Nyamupangedengu and Constance KhupeChapter 16. Inquiring into Practice and Agency; Hafdís GuðjónsdóttirChapter 17. The Unknown Self: Small Stories from an Online Teacher Community in China; Jing LiSection V: Pulling it All TogetherChapter 18. Excessive Teacher/Faculty Entitlement in Review: What We Unearthed, Where to From Here; Cheryl J. Craig and Tara Ratnam