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Politicized pedagogy in Morocco: A comparative case of teachers of English and Arabic

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  • Smail, Gareth

Abstract

This article examines how Moroccan language teachers perceive good teaching practice. References to learner-centeredness factor prominently in these perceptions, paralleling the policy discourse of the Moroccan government. Language teachers report a varied field of good practice, wherein teachers of English uniquely benefit from patterns of professional development funding, pedagogical research, and symbolic capital. This analysis suggests that discussions of language pedagogy in Morocco cannot be clearly separated from the politics of language. Engaging with literature on the contingent nature of pedagogical knowledge, this article emphasizes the importance of considering pedagogical politics through local frames in addition to global ones.11Key Acronyms: Learner-centered pedagogy (LCP); Ministry of National Education and Professional Formation (MEN); National Charter for Education Reform (CNEF); High Council for Education/Conseil Supérieur de l’Education, de la Formation, et de la Recherce Scientifique (CSE); Programme d’Urgence de l’Éducation National Education Emergency Program/Nationale (PUEN); Modern Standard Arabic (MSA); Competency-based Approach/Approche par Compétence (APC);

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  • Smail, Gareth, 2017. "Politicized pedagogy in Morocco: A comparative case of teachers of English and Arabic," International Journal of Educational Development, Elsevier, vol. 53(C), pages 151-162.
    • Handle: RePEc:eee:injoed:v:53:y:2017:i:c:p:151-162
    DOI: 10.1016/j.ijedudev.2017.01.007
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    1. World Bank, 2008. "The Road Not Traveled : Education Reform in the Middle East and North Africa," World Bank Publications - Books, The World Bank Group, number 6303, December.
    2. Anonymous, 1965. "International Bank for Reconstruction and Development," International Organization, Cambridge University Press, vol. 19(1), pages 122-129, January.
    3. Alexander, Robin J., 2015. "Teaching and learning for all? The quality imperative revisited," International Journal of Educational Development, Elsevier, vol. 40(C), pages 250-258.
    4. Schweisfurth, Michele, 2015. "Learner-centred pedagogy: Towards a post-2015 agenda for teaching and learning," International Journal of Educational Development, Elsevier, vol. 40(C), pages 259-266.
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