Guiding Question

     To get the most out of our International Field Experiences, we were asked to develop a guiding question prior to visiting our host countries. I had many, but as I thought about the purpose of education, and the vision and mission we created at our school, I selected something broad enough to make sure I was taking it all in while visiting Morocco, yet meaningful enough to be applicable to my current and future work as an educator.

How are students, teachers, and educational leaders encouraged, equipped, and inspired in Morocco?

     At my rural school in Haleʻiwa, Hawaiʻi, our vision is to “encourage, equip, and inspire.” When we developed this focused vision, we had our students in mind and we wanted to make sure that we had a balance of social emotional support, academic knowledge and skills as students prepare for their futures, and inspiration to go beyond the minimum and seek opportunities in which they are interested. However, educators and educational leaders need this same type of encouragement, opportunities to gain skills and strategies, and be inspired to continue the progression of the field of education in the best interest of students.

     I was curious about how all of the stakeholders in education of every kind in Morocco are being encouraged, equipped, and inspired. This is an open-ended guiding question and, of course, there are multiple answers depending on the role group, background experience, and ultimate goals in education. I was able to visit three major cities in Morocco (Casablanca, Rabat, and Fès) and multiple schools and other educational organizations. As a cohort, we also participated in a Moroccan cooking class and a pottery making experience. There are definitely similarities between American culture (particularly Hawaiian culture) and Moroccan culture in the ways people are encouraged and inspired. These things include music, sense of community, positive acknowledgement and praise from instructors, sports, art, sharing food, and offering gifts. There was even a surf club in Rabat, which is of great interest to my surfer community on the north shore of Oahu. Here are some photos and a video offering glimpses into Moroccan culture and community building where people are encouraged, equipped, and inspired.

  I also noted considerable differences in the ways students are equipped with knowledge and skills. English is typically the fourth or fifth language mastered by students in Morocco. Usually, the language used to speak to each other in Morocco is Darija (or Moroccan Arabic). In school, students take standard Arabic (which is considerably different than Moroccan Arabic). I found it quite interesting that rather than just focusing on language acquisition in classes, students learn other subjects while in their Arabic class. I observed one class learning environmental science in their Arabic class. What a great way to learn additional content while practicing language application in a fully immersive language class!

     Many people in Morocco also speak or learn Tamazight, which has been an official language of Morocco since 2011. 

      Students in Morocco also take French classes, and in most schools that I observed, math and science classes are taught in French. After the French Colonization, French became the language for government, education, business, and media.

     English classes I observed were fully immersive and conversational as well. When I taught the students in Morocco, they received all instruction in English and when they had questions, their teacher would say, "ask in English." It was touching to see how much effort Moroccan students put into their letters that I was returning to my school in the United States. Sometimes I notice that students here in the United States are more task oriented and just want to finish something in school. It certainly could be that I was a guest and students tend to behave a little differently when something different is taking place in class, but these students were fully invested in adding personalized touches, seeking to understand American culture and asking more questions in their letters. Depending on the school, English classes are typically started in middle school, however, I did observe English classes starting at an earlier age in private schools, more instructional hours of English at private schools, and there are even additional English schools (or American Language Centers) that many parents send their young children to after the long school day to acquire English speaking and writing skills. My host teacher works at a public middle school during the mornings, and spends her time teaching English to younger students at an American Language Center in the evenings. There does seem to be a bit of a debate in Morocco as to whether or not to continue with French before or instead of English. Some Moroccans expressed that there are more global opportunities as an English speaker. I was surprised at the high level of proficiency of all of these languages, and particularly impressed with how easily students could move from one to another, especially given the fact that Arabic is read right to left.

     A unique cultural experience we were able to partake in was visiting a community Moroccan Hammam. Women are separated from men in this type of public bath. It had three rooms in varying degrees of heat to open pores and release toxins. A mixture of black soap, henna, and natural herbs was used to exfoliate, and a woman called Lkssala scrubbed the dead skin off our bodies as we laid on mats or sat on short stools. I've never experienced anything like it, and I'm so glad I had the opportunity to be walked through the process and explanation by my host teacher.

     Four of us American Fulbrighters were able to go on a day excursion to Fès with one of the host teachers and his friend who is from Fès. Thank goodness we had his guidance, as I was completely lost in the maze of narrow streets through the oldest and largest medina in North Africa. Leather craft and products are of great importance to people in Morocco. I am grateful for the mint sprig (or Moroccan "gas mask") while touring the leather tannery! There were also vendors of copper items, pottery, silver, spices, dried fruits and nuts, soaps, oils, ect. It was amazing to see the different opportunities available for Moroccans. I do still wonder if many of the vendors pass along their trade skills to their children and hope that they'll take over in the future, or if they prefer to send their children to receive a higher education and pursue careers that might be easier or pay more. It was a lovely day with amazing company, delicious food, and beautiful sights! 

     As I conclude my reflection on how people are encouraged, equipped, and inspired in Morocco, I think that I would say people across the world are more alike than different. I hope these connections made between our students and educators in the United States and Morocco, as well as the the other countries that teachers visited during their International Field Experiences, can contribute to the development of global competencies and progress towards the United Nations' Sustainable Development Goals. I certainly am taking away more understanding of other parts of the world, and it has motivated me to help equip students with strategies and inspire them to be more intentional in investigating the world, recognizing and understanding perspectives, communicating effectively, and taking action when appropriate.

 The author of this website was a participant in Fulbright Teacher Exchanges, programs of the United States Department of State, administered by IREX.  This website is not an official U. S. Department of State website. The views and information presented are the participant’s own and do not represent the Fulbright Teachers for Global Classrooms Program, the U. S. Department of State, or IREX.