Being a teacher with disabilities in Cameroon and coping with the stigmatization of valid students

Being a teacher with disabilities in Cameroon and coping with the stigmatization of valid students

• Blaise Pascal Andzongo Menyeng, Université Yaoundé 1, Cameroun

• Jean Romial Tagne Feussi, Université Yaoundé 1, Cameroun

• André Wamba, Université Yaoundé 1, Cameroun

• Mathide Matchika Megaptché, Université de Yaoundé 1, Cameroun

• Daouda Maingari, Ecole Normale Superieure, Université de YaoundéI, Cameroun

doi : https://dx.doi.org/10.18162/fp.2019.515

Résumé

This study looks at teachers with disabilities and aims to report on how they perceive their student’s attitudes. The study analyses the life of 3 teachers having motor disabilities. The results indicate that those teachers describe experiences of stigmatization in the interactions with students. The stigma attached to the virility they are subjected to, contributes to de depreciation of the social status and the inversion of the power relationship. They become highly sensitive to criticism, avoid interactions with students, suppress humour during lessons, and rudely apply sanctions.

Abstract

This study looks at teachers with disabilities and aims to report on how they perceive their student’s attitudes. The study analyses the life of 3 teachers having motor disabilities. The results indicate that those teachers describe experiences of stigmatization in the interactions with students. The stigma attached to the virility they are subjected to, contributes to de depreciation of the social status and the inversion of the power relationship. They become highly sensitive to criticism, avoid interactions with students, suppress humour during lessons, and rudely apply sanctions.