Turning Excessive Entitlement on its Head: Beginning with Self

• In Event: Excessive Entitlement: A Fresh Perspective in Research Toward Just Educational Renewal

Abstract

Purpose: Conducted in the American South, this research occurred over three years marked by advanced three years neo-liberalism and managerialism (Author, 2020a). The intent was to 1) capture how those perceived to be excessively entitled reciprocate when they are treated in unanticipated ways, and 2) imagine future pathways through actively engaging peripheral vision (Bateson, 1994).

Theoretical Framework: Dewey’s (1938) theory of experience, including his understanding of educative and miseducative experiences, was instructive, along with his connections between knowing, doing, and being (Dewey, 1977). A second research pillar was Schwab’s research (1954/1978) on betrayal and the best-loved self. I also draw on Ratnam and Author’s (2021, in press) work on excessive entitlement and my research on generous scholarship (Author, 2020b).

Methods: Narrative inquiry, which can be autobiographical or school-based (Xu & Connelly, 2010), is a way of conducting research and of communicating what has been learned (Clandinin & Connelly, 2000). Its research tools are broadening (capturing the context), burrowing (digging into stories), and storying and restorying (illuminating changes) (Connelly & Clandinin, 1990). It is more than telling stories and using story as representation; it involves thinking with stories and continuously analysing and synthesizing them (Olson, 2000). Working with stories provides opportunities “to think otherwise” (Greene, 1995). Through interaction, we “listen each other [into] being” (Atkins, 2016) and “hear who we are” (Silko, 1997, p. 30).
Data Sources: The data sources are journal entries, field notes of discussions that took place, notes from work-related meetings, and ideas arising from current collaborations.

Results: Entitlement has always existed in the academy. It distinguishes insiders from outsiders and those with seniority from those beginning. Associated entitlements include awards/grants and national/international reputation. These considerations are fruits of the academy. However, when individuals lord their accomplishments and themselves over others, excessive entitlement kicks in. In the past three years, universities have become increasingly competitive, contested, and combative. Departments/programs have had little-to-no flexibility because they are required to cover expenses over a three-year period. One cannot predict what grants will be funded or which journal applications will be awarded. Future funding is undoubtedly a question mark. Within this squeezed environment, I, a journal editor and institute director, shared resources with two grant rich, subject-specific programs with some excessively entitled faculty—partially due to the privileging of content by government agencies. The paper focuses on what happened when one area’s student was funded for an additional year and the second area’s student was assigned an institute project that allowed her to return home to attend her brother’s and cousin’s funerals.

Significance: This narrative research shows what occurs in a system when an interruption occurs (Bruner, 1987). It demonstrates how a change in one person shifts others’ responses. The singer, Leonard Cohen, noted “there is a crack in everything, that's how light gets in.” In this study, a counter story (the crack!) (Lindemann, 2020) was introduced. Hopefully, it will seed a new narrative to live by that is more pleasing and more equitable to more—though not all—people involved.

Author

• Cheryl J. Craig, Texas A&M University