Moroccan Teachers Protest Exclusion of Amazigh Language from ‘Schools of Excellence
A Struggle for Recognition: Amazigh Language Teachers Decry Exclusion from ”Schools of Excellence” in Morocco
Amazigh language teachers in Morocco are raising their voices against what they perceive as systemic disregard and a lack of clear strategy for the language within the education system. This discontent comes amidst the launch of the new academic year, leaving many teachers feeling disillusioned and marginalized.
The National Coordination of Amazigh Language Teachers released a statement denouncing the “chaotic and improvised” approach to integrating Amazigh language instruction. They report receiving daily complaints from both new and experienced teachers facing pressure to work under unofficial, often exploitative, arrangements. These pressures include being asked to teach subjects outside their expertise, particularly in the prestigious “Schools of Excellence” (مدارس الريادة).
The heart of the issue lies in the apparent sidelining of the Amazigh language within these “Schools of Excellence.” Despite government assurances about promoting and normalizing the Amazigh language, some school administrations are reportedly pressuring Amazigh language teachers to instead teach subjects like Arabic, French, or mathematics. This suggests a perception of Amazigh as a less important subject, directly contradicting the government’s stated commitment to its integration.
The Coordination vehemently rejects this exclusionary practice. They argue that it undermines the status and importance of the Amazigh language, particularly within these flagship schools that are meant to represent educational excellence.
In response, the Coordination is urging all Amazigh language teachers to refuse any tasks outside their scope of practice, including administering quizzes or tests in other subjects. They emphasize the need to adhere to the officially mandated 24-hour workweek as outlined in ministerial directives.
Furthermore, the Coordination is advocating for a boycott of any professional development programs that do not include a focus on Amazigh language instruction. They are also urging teachers to refuse assignments that require them to work in multiple schools, further highlighting the strain and unfair expectations placed upon them.
This situation underscores the ongoing challenges faced by the Amazigh language in Morocco. While the 2011 constitution recognizes Amazigh as an official language alongside Arabic, its implementation within the education system and broader society has been a source of ongoing debate and, at times, contention. The teachers’ protest highlights the need for a more inclusive and equitable approach to language education in Morocco, one that recognizes the value and importance of all of the country’s linguistic heritage.
