Includes bibliographical references (p. -307) and index.
Preface-- Acknowledgments-- Note on Arabic Spellings-- List of Abbreviations Used in the Text 1. Empire and Education-- 2. An Uncertain Beginning-- 3. The West African Connection-- 4. A New Pedagogy for Morocco?-- 5. A Psychological Ethnology-- 6. "A Worker Proletariat with a Dangerous Mentality"-- 7. Elite Demands-- 8. Nests of Nationalism-- 9. Legacies and Reversals Notes-- Bibliography-- Index.
(source: Nielsen Book Data)
Before French conquest, education played an important role in Moroccan society as a means of cultural reproduction and as a form of cultural capital that defined a person's social position. Primarily religious and legal in character, the Moroccan educational system did not pursue European educational ideals. Following the French conquest of Morocco, however, the French established a network of colonial schools for Moroccan Muslims designed to further the agendas of the conquerors. "The Moroccan Soul" examines the history of the French education system in colonial Morocco, the development of French conceptions about the 'Moroccan Soul', and the effect of these ideas on pedagogy, policy making, and politics. Fuelled in large part by French conceptions of 'Moroccanness' as a static, natural, and neatly bounded identity, colonial schooling was designed to minimize conflict by promoting the consent of the colonized. This same colonial school system, however, was also a site of interaction between colonial authorities and Moroccan Muslims, and became a locus of changing strategies of Moroccan resistance and contestation, which culminated in the rise of the Moroccan nationalist movement. Spencer D. Segalla reveals how the resistance of the colonized shaped the ideas and policies of the school system and how French ideas and policies shaped the strategies and discourse of anticolonial resistance. (source: Nielsen Book Data)