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Global educational reform in a local context: Implementation, resistance, and negotiation of educational reform in Moroccan municipal upper-secondary schools
Umeå University, Faculty of Social Sciences, Department of Education.
2013 (English)Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This thesis showed an analysis of what happened when global educational reforms were implemented in a local Moroccan culture context. Through analyzing and deconstructing discourses in policy documents, as well as qualitative interviews with teachers and pupils in municipal uppersecondary schools and comparing these to each other, a picture was given of what happened in the meeting between the new policies and the implementation of them locally; how they were implemented, resisted and negotiated by different parties concerned. The educational policy, advocating e.g. Education for All, and acquisition of foreign language skills, reproduced social hierarchies when implemented in the Moroccan context. Post-colonial languages, such as French, worked as a class cursor, creating a rift between the social classes and their access to higher education. Student-centered methods were resisted by the teachers, but negotiated by the pupils.

Place, publisher, year, edition, pages
Keyword [en]
educational reform, Morocco, languages, English, social class, student-centered learning
National Category
Social Sciences Pedagogy
URN: urn:nbn:se:umu:diva-82896OAI: diva2:663837
Subject / course
Available from: 2013-11-13 Created: 2013-11-13 Last updated: 2013-11-18Bibliographically approved

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