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This study looks at Cameroonian teachers with a physical disability and aims to explore how they perceive their students’ attitudes. The study analyzes the life stories of three teachers with a motor disability. They describe experiences of stigmatization and discrimination when interacting with students. The virility-related stigmatization to which they are subjected contributes to a diminished social status and a reversal in the power relationship. Such teachers become highly sensitive to criticism, avoid interactions with students, give lessons devoid of humour, and apply excessive disciplinary measures.

Être enseignant en situation de handicap au Cameroun et faire face aux stigmatisations des élèves valides