The Mystical, Chaotic, and Atemporal: Neocolonialist Literature in Moroccan Secondary Education

The Mystical, Chaotic, and Atemporal: Neocolonialist Literature in Moroccan Secondary Education

Education

Colonialism

Morocco

Neocolonialism

Francophone Literature

Orientalism

Education

History

Colonialism

Because France has colonized Morocco, the Moroccan Educational system became colonial. French protectorate implemented assimilation, then an adaptation approach to education. Even in post-independence Morocco, the French system continues to structure Moroccan education albeit with the diverse reforms from 1956. Hence, the literature assigned in Moroccan secondary education establishes neocolonialist tropes; that is, Morocco is represented as a mystical, chaotic, atemporal, and backward space. Naguib Mahfouz’s The Thief and the Dogs, Ahmed Sefrioui’s The Box of Wonders, and Mohammed Khair-Eddine’s Il était une fois un vieux couple heureux  legitimize Morocco’s need for westernization and Modernity. Accordingly, the neocolonial traces are to be found also in the literature assigned in the Moroccan secondary curriculum.

Benharrousse, Rachid

Artha Journal of Social Sciences; Vol. 20 No. 2 (2021): Artha Journal of Social Sciences; 95 - 111

0000-0000

0975-329X

Centre for Publications, CHRIST (Deemed to be University), Bangalore

2021-12-03

Copyright (c) 2021 Artha Journal of Social Sciences

http://creativecommons.org/licenses/by-nc/4.0

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Peer-reviewed Article

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