Identification of social psychological factors of educators' wartime collaborationism using the example of individual court cases
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Abstract
Relevance. The identification of social-psychological factors influencing wartime collaborationism (cooperation with the enemy) of educators in temporarily occupied territories – individuals responsible for the education and upbringing of future generations of Ukrainian citizens – constitutes a crucial dimension of comprehensive research into the phenomenon of collaboration in order to prevent and counteract such activities.
Objective: to identify the presence of social-psychological factors contributing to educators' wartime collaborationism in temporarily occupied territories through an analysis of verdicts in relevant criminal cases.
Methodology. A comparative case study analysis was employed, drawing on social-psychological research concerning conformity, obedience, group centrism, and familism. This approach facilitated a detailed contextual review and comparison of testimonies given by convicts and witnesses in five verdicts issued by first-instance and appellate courts across different regions of Ukraine. The cases examined concerned educators accused of war-time collaborationism under Article 111-1, Part 3 of the Criminal Code of Ukraine.
Results. The study identified the presence of social-psychological factors influencing wartime collaborationism of educators in temporarily occupied territories, specifically conformity, obedience, familism, and group centrism. The pedagogical collective, as a formal and positively referential group with distinct intra-group interaction dynamics shaped by both historical traditions and contemporary realities, exhibits a high degree of authoritarianism and conformity in interpersonal interactions. The group's norms and the stance of its leader significantly impact educators' actions, especially in wartime and occupation contexts – ranging from near-total cooperation with occupiers to decisive resistance against the implementation of the aggressor state's educational standards and its propaganda. The study lays the groundwork for further exploration of this issue.
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