STIGMA AND STIGMATIZATION IN A PEDAGOGICAL’S PROFESSIONAL WORK: SUBSTANTIVE AND INFORMATIVE ANALYSIS AND MODEL'S PRESENTATIONS

Abstract

Background. The theory of stigma was popularized through research by sociologists M. Seeman and E. Goffman in the mid-1960s. The theoretical aspects of stigmatization presented in these works have made it possible to disseminate their results to different professions, including the teaching profession, and to construct a number of theoretical models of the processes of stigmatization of teachers. The component composition of such models is substantively based on theoretical studies carried out in the works of J.B. Pryor and G.D. Reeder. Research of this kind makes a significant contribution to stigma theory in terms of understanding that the processes of stigmatization of the educator’s personality can take different directions and how they are multidimensional; Societal perceptions of the teaching profession influence the level of stigmatization of the profession; acceptance of the stigma by the educator itself may result from an understanding of the social devaluation of the profession; Actors in a stigmatized pedagogical environment (such as family and friends) are at risk of social stigmatization; social institutions can perpetuate or exacerbate the stigmatized status of the teaching profession. Purpose. The article is aimed at presenting the theory of stigmatization of the teaching profession, as well as the development of an appropriate model and the analysis of its components, giving it qualitative certainty, reducing the risks of stigmatization and enhancing the value of the professional activity of the teachers Materials and methods. The practical and heuristic value of the study is that its findings broaden the existing understanding of the mechanisms of stigmatization and offer a productive tool for addressing the stigmatization of teaching professions in modern education, provide a vision of the key aspects to be further explored in this and related areas. The study used methods of comparative pedagogy, modeling method. Results. Based on the analysis of the scientific and methodical literature on the problem of stigmatization of individual professions, we proposed a model reflecting the basic concepts of the processes of stigmatization of the teaching profession in the field of education. The model identified the following main components: social stigma, self-stigma, associative stigma, structural stigma, primary and secondary personality relationships of the educator and learner. Social stigma is a key component of stigmatizing the teaching profession and underpins the subsequent components we have identified in this model. They also summarized the materials and highlighted the provisions that should be included in the theory describing the processes of stigmatization in education. This contributes to reducing the influence of the stigma formed in relation to the educational process or the profession of the teacher, and can have a positive influence on the status of the teacher, his professional identity and relationship with the students.

Keywords

• stigma
• theory of stigmatization
• teacher
• education system