Identity difficulties of Public school teachers, on a permanent labour status in the era of civil-servant mobility

KALOGEROPOULOU, PANAGIOTA; GEORGIADIS, DIMITRIOS; FASOURAKI, RIGO (2014). 'Identity difficulties of Public school teachers, on a permanent labour status in the era of civil-servant mobility' Paper presented at the annual conference of the HDCA, 2-5 September 2014, Athens, Greece.

In the context of structural reforms in the last few years in Greece, concerning the public sector at large and education in specific, important institutional and legislative shifts have fundamentally altered professional relations, resulting in the emergence of a new professional category, namely the precarious teacher

The individual is asked to live the complexity of reversals in the labor market shouldering what the society as a whole is trying to manage: labor flexibility and protean forms of labour, disinvestment of space, time and work object, flexible and in the end spineless persons who do not succeed in the continuity of change to form an identity in the personal narration in which they can invest.

Identity is not stable, postmodern theorists claim. It is a constant evolution that goes beyond the simple summary of individual experiences. It forms a constant process, a formation of experiences, concepts and structures that the person itself is developing.

Following the redundancies and abolition of Technical Education specialties in June 2013, by the ministry of education, public school teachers unwillingly decide to accept to be transfered to administrative posts. in an ultimate attempt to defend themselves against the fear of losing control of their lives and identities, they provide their consent without having wanted or realized the change, as they themselves report.

Given the mandatory nature of the decision and thus the violence of change, we assumed that public school teachers have to cope with the consequences. As in any other case of unwilling change, these consequences are not only altering the perception of one's own identity and self representation but also it is even creating feelings of loss of identity and one's own self.

In the context of the above-mentioned conclusions we performed case studies in order to investigate the 'willingness' of the decision of three permanent public school teachers to transfer in administrative positions in order to prevent a possible of redundancy and finaly layoff.

We will present the conclusions and the interpretation of the facts of the study in order to focus on a proposal for the adoption of narrative consultancy programs for people who are threatened by a loss of their labor status, their self image and self confidence.


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