A Historical Approach to the Teaching of Human Rights Values in Morocco

Abstract

Using a diverse corpus, this study considers the relationship between teaching the values of human rights and the political and pedagogical context of post-independence Morocco. The authors identify three periods in the development of this pedagogy. First, the latency phase (before 1992) was characterized by traditional, controlling pedagogy based on repetition and memorization. Next, the outflow phase (1992-2000) was marked by political openness, goal-based instruction, and curriculum revision while preserving the traditional character of schooling. The final stage (2000 to present) has been a time of restructuring for the teaching of human rights values. Occurring in a more appropriate political context, this final stage has featured pedagogical choices that take for granted the competence of learners. The study concludes that the evolution of the teaching of human rights values, much like pedagogical approaches, is dependent on political developments.