This article underscores the importance of creating a more inclusive education that adheres to principles of inter-cultural diversity, equity and social justice in Moroccan public schools. Given that Morocco has been a transit and a destination hub for (im) migrants for quite a long time, Moroccan classes are becoming cross-culturally, linguistically, and racially diverse. In this regard, this article seeks to investigate the realization of inter-cultural diversity, inclusivity and equity in Moroccan teacher education in terms of teaching contents, materials, practices and pedagogies. It also probes the African Sub-Saharan students’ perceptions as to the extent to which their learning needs and expectations are met in the classroom as well as other factors that either facilitate or hinder their learning process. In so doing, the study adopts a qualitative research method of data collection and analysis. 10 Moroccan teachers were randomly selected from different cities in the oriental region for an interview, followed by a total number of 15 African Sub-Saharan students. The interview text data indicate that inter-cultural education, inclusivity and equity are not fully exhibited in Moroccan teacher education due to a number of factors—among of which are textbooks, teaching pedagogies and discriminatory behaviors.
| Published in | International Journal of Vocational Education and Training Research (Volume 11, Issue 1) |
| DOI | 10.11648/j.ijvetr.20251101.11 |
| Page(s) | 1-6 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2025. Published by Science Publishing Group |
Inter-cultural Diversity, Inclusivity, Equity, Moroccan Teacher Education, Sub-Saharan Students
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APA Style
Boustar, R. (2025). Mapping Diversity and Inclusivity in Moroccan Teacher Education: Challenges and Prospects. International Journal of Vocational Education and Training Research, 11(1), 1-6. https://doi.org/10.11648/j.ijvetr.20251101.11
ACS Style
Boustar, R. Mapping Diversity and Inclusivity in Moroccan Teacher Education: Challenges and Prospects. Int. J. Vocat. Educ. Train. Res. 2025, 11(1), 1-6. doi: 10.11648/j.ijvetr.20251101.11
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Download@article{10.11648/j.ijvetr.20251101.11,
author = {Rania Boustar},
title = {Mapping Diversity and Inclusivity in Moroccan Teacher Education: Challenges and Prospects},
journal = {International Journal of Vocational Education and Training Research},
volume = {11},
number = {1},
pages = {1-6},
doi = {10.11648/j.ijvetr.20251101.11},
url = {https://doi.org/10.11648/j.ijvetr.20251101.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijvetr.20251101.11},
abstract = {This article underscores the importance of creating a more inclusive education that adheres to principles of inter-cultural diversity, equity and social justice in Moroccan public schools. Given that Morocco has been a transit and a destination hub for (im) migrants for quite a long time, Moroccan classes are becoming cross-culturally, linguistically, and racially diverse. In this regard, this article seeks to investigate the realization of inter-cultural diversity, inclusivity and equity in Moroccan teacher education in terms of teaching contents, materials, practices and pedagogies. It also probes the African Sub-Saharan students’ perceptions as to the extent to which their learning needs and expectations are met in the classroom as well as other factors that either facilitate or hinder their learning process. In so doing, the study adopts a qualitative research method of data collection and analysis. 10 Moroccan teachers were randomly selected from different cities in the oriental region for an interview, followed by a total number of 15 African Sub-Saharan students. The interview text data indicate that inter-cultural education, inclusivity and equity are not fully exhibited in Moroccan teacher education due to a number of factors—among of which are textbooks, teaching pedagogies and discriminatory behaviors.},
year = {2025}
}
TY - JOUR T1 - Mapping Diversity and Inclusivity in Moroccan Teacher Education: Challenges and Prospects AU - Rania Boustar Y1 - 2025/01/17 PY - 2025 N1 - https://doi.org/10.11648/j.ijvetr.20251101.11 DO - 10.11648/j.ijvetr.20251101.11 T2 - International Journal of Vocational Education and Training Research JF - International Journal of Vocational Education and Training Research JO - International Journal of Vocational Education and Training Research SP - 1 EP - 6 PB - Science Publishing Group SN - 2469-8199 UR - https://doi.org/10.11648/j.ijvetr.20251101.11 AB - This article underscores the importance of creating a more inclusive education that adheres to principles of inter-cultural diversity, equity and social justice in Moroccan public schools. Given that Morocco has been a transit and a destination hub for (im) migrants for quite a long time, Moroccan classes are becoming cross-culturally, linguistically, and racially diverse. In this regard, this article seeks to investigate the realization of inter-cultural diversity, inclusivity and equity in Moroccan teacher education in terms of teaching contents, materials, practices and pedagogies. It also probes the African Sub-Saharan students’ perceptions as to the extent to which their learning needs and expectations are met in the classroom as well as other factors that either facilitate or hinder their learning process. In so doing, the study adopts a qualitative research method of data collection and analysis. 10 Moroccan teachers were randomly selected from different cities in the oriental region for an interview, followed by a total number of 15 African Sub-Saharan students. The interview text data indicate that inter-cultural education, inclusivity and equity are not fully exhibited in Moroccan teacher education due to a number of factors—among of which are textbooks, teaching pedagogies and discriminatory behaviors. VL - 11 IS - 1 ER -
English Department, Sidi Mohammed Ben Abdellah University, Fes, Morocco
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