ПРЕКАРИТЕТ И НАСТАВНИЦИ НА ОДРЕЂЕНО ВРЕМЕ: ПОГЛЕД СА ЗАПАДНЕ СТРАНЕ/PRECARIAT AND SUBSTITUTE TEACHERS: THE VIEW FROM THE WESTERN SIDE
Abstract
У раду се проблематизује однос концепта прекаризације и феноменологије привременог и повременог рада наставника у школи. Нестабилност у области запошљавања доводи до емоционалне, социјалне и психолошке нестабилности наставника. Наставници који раде на одређено време су маргинализовани појединци, аутсајдери који на периферији школске културе опстају као парапрофесионалци.
Учињен је напор да се осликају професионалне улоге и карактеристике наставника који раде на одређено време и таква слика повеже са рецентним класификацијама и социјално-друштвеним категоризацијама учињеним у литератури.
На основу анализе закључује се да концепт прекаријата може бити плодоносан за даља проучавања феноменологије рада наставника који су привремено и повремено ангажовани у настави.
Кључне речи: прекаријат, наставници на одређено време, маргинализација, прекаризација, професионални идентитет.
Author in this paper has argued relationship between the concept of growing precariatisation and phenomenology of occasional work as a school teacher. Instability in employment leads to emotional, social and psychological instability teachers. Teachers who work part-time are marginalized individuals, outsiders on the periphery of the school culture survive as paraprofessionals.
An effort was made to portray the professional role and characteristics of teachers who worked part-time and such an image linked with recent classifications, and the social categorization that has been done in the literature.
Based on the analysis which concludes that the concept of precarity can be fruitful for further study of the phenomenology of the work of teachers who are temporarily and occasionally engaged in teaching.
Key words: precariat, substitute teachers, marginalization, precariazation, professional identity.
Keywords
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