Mapping Diversity and Equity Challenges in Moroccan Teacher Education
Keywords:
Inter-Cultural Diversity, Inclusivity, Equity, Moroccan Teacher Education, Sub-Saharan StudentsAbstract
Background: Morocco, as a transit and destination hub for (im)migrants, has witnessed increasing cultural and linguistic diversity in its classrooms. Specific Background: While Moroccan education reforms promote equity, there is limited research on how effectively this is realized for Sub-Saharan migrant students. Knowledge Gap: The extent to which teacher education and classroom practices accommodate the needs of these students remains underexplored. Aims: This study investigates the perceptions of both Moroccan teachers and Sub-Saharan students regarding inclusivity, diversity, and equity in Moroccan schools. Results: Findings reveal that while teachers strive to create inclusive environments, the current curriculum and pedagogies fall short in addressing the cultural and linguistic diversity of Sub-Saharan students, leading to unequal learning experiences. Novelty: This research highlights the significant gap between policy intentions and practical implementation of inclusive education for migrant students. Implications: The study suggests the need for curriculum reform, enhanced teacher training, and intercultural awareness to foster equitable education for all students in Moroccan classrooms.
Highlights:
- Moroccan classrooms are becoming increasingly diverse, yet reforms are not fully addressing migrant students' needs.
- Teachers strive to create inclusive environments but face challenges like biased materials and limited training.
- Systemic reforms in teacher education and curriculum design are essential to support the inclusion of migrant students.
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