international global citizenship education: morocco as an example dr. douglas fleming faculty of...
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International Global Citizenship Education: Morocco as an Example
International Global Citizenship Education: Morocco as an Example
Dr. Douglas Fleming
Faculty of Education, University of Ottawa
Faculté d’éducation, Université d’Ottawa
Dr. Douglas Fleming
Faculty of Education, University of Ottawa
Faculté d’éducation, Université d’Ottawa
Education for Citizenship in the Arab World: Key to the Future by Muhammad Faour and Marwan Muasher (2011)http://carnegieendowment.org/files/citizenship_education.pdf
average net school enrollment increased to 84% (primary) and 70% (secondary) in the Arab world in the last two decades;
the quality of education still lags far behind other regions.
A “muwatin” (citizen) is a pre-Islam term related to one’s permanent homeland and was used by the Prophet Muhammad;
According to Faour and Muasher, citizenship is based on “free will, the concepts of equality, tolerance, and social justice [which] are compatible with Islam.
Education for Citizenship in the Arab World: Key to the Future by Muhammad Faour and Marwan Muasher (2011)http://carnegieendowment.org/files/citizenship_education.pdf
average net school enrollment increased to 84% (primary) and 70% (secondary) in the Arab world in the last two decades;
the quality of education still lags far behind other regions.
A “muwatin” (citizen) is a pre-Islam term related to one’s permanent homeland and was used by the Prophet Muhammad;
According to Faour and Muasher, citizenship is based on “free will, the concepts of equality, tolerance, and social justice [which] are compatible with Islam.
Faour & Muasher (2011) claim that:
“Any romantic notions in the West that the 2011 Arab uprisings could create instantaneous democracy in countries that have succeeded at toppling the leaders are already shattering.”
“democracy will thrive only in a culture that accepts diversity, respects different points of view, regards truths as relative rather than absolute, and tolerates—even encourages—dissent. Without this kind of culture, no sustainable system of checks and balances can evolve over time to redistribute power away from the executive. Nor can a mechanism be developed to check abuses by any state institution. As the first phase of the uprisings gives way to nation building after decades of authoritarian rule, people in the Arab world will discover that their
societies are not equipped with the skills and values needed to accept different, pluralistic norms of behavior.”
Faour & Muasher (2011) claim that:
“Any romantic notions in the West that the 2011 Arab uprisings could create instantaneous democracy in countries that have succeeded at toppling the leaders are already shattering.”
“democracy will thrive only in a culture that accepts diversity, respects different points of view, regards truths as relative rather than absolute, and tolerates—even encourages—dissent. Without this kind of culture, no sustainable system of checks and balances can evolve over time to redistribute power away from the executive. Nor can a mechanism be developed to check abuses by any state institution. As the first phase of the uprisings gives way to nation building after decades of authoritarian rule, people in the Arab world will discover that their
societies are not equipped with the skills and values needed to accept different, pluralistic norms of behavior.”
“Arab publics are no longer willing to be silent about the failure of their political systems in providing both freedom and bread. The whole approach to education reform in the Arab world must, therefore, be revisited. Current reforms are conspicuously lacking. Research into the different education reform measures under way in many Arab countries must point out the glaring gaps between what these efforts encompass and what they do not, as well as suggest ways to bridge the gaps. More than educational systems will suffer if this issue is not seriously addressed. The very cause of a prosperous, democratic, diverse, and peaceful future for the region is at stake.”
“Arab publics are no longer willing to be silent about the failure of their political systems in providing both freedom and bread. The whole approach to education reform in the Arab world must, therefore, be revisited. Current reforms are conspicuously lacking. Research into the different education reform measures under way in many Arab countries must point out the glaring gaps between what these efforts encompass and what they do not, as well as suggest ways to bridge the gaps. More than educational systems will suffer if this issue is not seriously addressed. The very cause of a prosperous, democratic, diverse, and peaceful future for the region is at stake.”
uOttawa Education faculty cooperation with the Moroccan Center for Civic Education;
http://civicmorocco.org
an Islamic state with 3 ethnic and linguistics components to its national identity: Arab-Islamic, Amazighi (Berber), and Hassani (Western Sahara);
two chamber elected parliamentary constitutional monarchy with an independent judiciary;
the king is “commander of the faithful”, heads the military, appoints the prime minster, can fire any minister, dissolve Parliament, suspend the constitution or rule by decree;
however, none of these powers have been invoked since 1965;
in fact, several changes of government (including one socialist) have occurred without incident.
uOttawa Education faculty cooperation with the Moroccan Center for Civic Education;
http://civicmorocco.org
an Islamic state with 3 ethnic and linguistics components to its national identity: Arab-Islamic, Amazighi (Berber), and Hassani (Western Sahara);
two chamber elected parliamentary constitutional monarchy with an independent judiciary;
the king is “commander of the faithful”, heads the military, appoints the prime minster, can fire any minister, dissolve Parliament, suspend the constitution or rule by decree;
however, none of these powers have been invoked since 1965;
in fact, several changes of government (including one socialist) have occurred without incident.
adult illiteracy rate is approx. 40%; per capita, Morocco spends 2X as much on education as
Canada; compulsory education ages 6-13; widespread pre-school; civics is taught from the 5th grade and features a complete
endorsement of human rights and democracy as a political system;
Morocco has an integrated approach to civics education; Arabic (80-90%); Berber (40-50%); French (33-39%);
Spanish (21%); English (14%) Secondary education is dominated by Arabic; math, science and post-secondary education in French; Karaouine University (Fes): the world's oldest continuously
operating university.
adult illiteracy rate is approx. 40%; per capita, Morocco spends 2X as much on education as
Canada; compulsory education ages 6-13; widespread pre-school; civics is taught from the 5th grade and features a complete
endorsement of human rights and democracy as a political system;
Morocco has an integrated approach to civics education; Arabic (80-90%); Berber (40-50%); French (33-39%);
Spanish (21%); English (14%) Secondary education is dominated by Arabic; math, science and post-secondary education in French; Karaouine University (Fes): the world's oldest continuously
operating university.
adult illiteracy rate is approx. 40%; per capita, Morocco spends 2X as much on education as
Canada; compulsory education ages 6-13; widespread pre-school; civics is taught from the 5th grade and features a complete
endorsement of human rights and democracy as a political system;
Morocco has an integrated approach to civics education; Arabic (80-90%); Berber (40-50%); French (33-39%);
Spanish (21%); English (14%) Secondary education is dominated by Arabic; math, science and post-secondary education in French; Karaouine University (Fes): the world's oldest continuously
operating university.
adult illiteracy rate is approx. 40%; per capita, Morocco spends 2X as much on education as
Canada; compulsory education ages 6-13; widespread pre-school; civics is taught from the 5th grade and features a complete
endorsement of human rights and democracy as a political system;
Morocco has an integrated approach to civics education; Arabic (80-90%); Berber (40-50%); French (33-39%);
Spanish (21%); English (14%) Secondary education is dominated by Arabic; math, science and post-secondary education in French; Karaouine University (Fes): the world's oldest continuously
operating university.
http://civicmorocco.org
http://civicmorocco.org/project-citizen/
http://iacedc.civicmorocco.org
http://iacedc.civicmorocco.org/2nd-international-annual-conference-on-democratic-citizenship-2015/partners/
http://civicmorocco.org
http://civicmorocco.org/project-citizen/
http://iacedc.civicmorocco.org
http://iacedc.civicmorocco.org/2nd-international-annual-conference-on-democratic-citizenship-2015/partners/
Discussion questions:
What do you think of Faour & Muasher’s (2011) criticisms of civic education in the Arab world?
How should one define “citizenship” in non-Western states?
Should we be suspicious of the partnerships that these scholars and NGO’s have developed?
What role should the University of Ottawa play in these developments?
Discussion questions:
What do you think of Faour & Muasher’s (2011) criticisms of civic education in the Arab world?
How should one define “citizenship” in non-Western states?
Should we be suspicious of the partnerships that these scholars and NGO’s have developed?
What role should the University of Ottawa play in these developments?