Perceived Injustice: Quiescence – Acquiescence – Resistance (PIQAR)


Attitudes and responses to working conditions: the case of substitute state school teachers

Injustice and precarity are key issues in contemporary society, which is facing crises of cohesion and solidarity as the politics of fragmentation and individualism tend to erode social and moral values in the name of globalization and flexibility.This project is about empirical research on how substitute teachers in state schools perceive their working conditions and how they respond to them. It focuses on the study of the various forms of protest and resistance as a potential consequence of “the expropriation of anger” and an act of transaction. It studies the perception of injustice and how it is reflected in subjects‘ attitudes towards important social issues. Public school substitute teachers cover the educational needs of schools of all types, both in primary and secondary education, being an integral part of the school community and the learning process. Their obligations are considered comparable to those of permanent staff, although the institutional/legal framework under which they are recruited and dismissed each year is inferior in terms of rights.We focus on documenting and then analysing the elements that lead subjects to a state of passivity and inaction and to highlight issues of power-citizen relations in the context of their interaction with regard to the restoration of social injustice. On the basis of qualitative data analyzed with the Latent Class Analysis method (LCA), different perspectives are formulated, related to working conditions and the impact on the specific population group, with all that this may both socially and politically entail.

Projektteam: Wassilios Baros & Aggeliki Manafi