Gender Identity in Amazigh Textbooks

394 Pages·2017·3.37 MB·English

Gender, Identities and Education

Edited by

Vassiliki Deliyanni
Artūras Tereškinas
Khalid Bekkaoui
Sadik Reddad
Hayat Naciri

Sultan Moulay Slimane University
Erasmus+ project “Gender Studies Curriculum: A Step for
Democracy and Peace in EU-Neighboring Countries with Different
Traditions” (GeSt),
No. 561785-EPP-1-2015-1-LT-EPPKA2-CBHE-JP

The book ‘Gender, Identities and Education’ has been prepared in the framework of the
Erasmus+ project ‘Gender Studies Curriculum: A Step for Democracy and Peace in EU-
Neighbouring Countries with Different Traditions’ (GeSt), No. 561785-EPP-1-2015-1-LT-
EPPKA2-CBHE-JP. This project has been funded with support from the European Commission.
The publication reflects the views only of the authors, and the Commission cannot be held
responsible for any use which may be made of the information contained therein.

Title Gender, Identities and Education
Publisher Sultan Moulay Slimane University
Copyright © 2018 Vassiliki Deliyanni, Artūras Tereškinas, Khalid Bekkaoui,
Sadik Reddad, Hayat Naciri and contributors (authors)

© 2018 Research Laboratory on Interdisciplinary Diversity & Development
and the Faculty of Arts and Humanities
Dépôt legal n°
ISBN
Gender, Identities and Education

Editorial Board
Vassiliki Deliyanni
Artūras Tereškinas
Khalid Bekkaoui
Sadik Reddad
Hayat Naciri

International Advisory Board
Natalija Mažeikienė
Erzsebet Barat
Souad Slaoui
Gender, Identities and Education

Edited by Vassiliki Deliyanni, Artūras Tereškinas, Khalid Bekkaoui,
Sadik Reddad, Hayat Naciri

This volume published 2018

Copyright © 2018 by: Vassiliki Deliyanni, Artūras Tereškinas, Khalid Bekkaoui,
Sadik Reddad, Hayat Naciri and contributors (authors)

ISBN
CONTENTS
INTRODUCTION ....................................................................................................................................... 9
GENDER IDENTITY IN AMAZIGH TEXTBOOKS: TEACHING INEQUALITY ........................ 13
ILHAM BETTACH, MOHAMMED V UNIVERSITY ...................................................................................... 13
HASSAN ZAID, SULTAN MOULAY SLIMANE UNIVERSITY ...................................................................... 13
INTERSECTIONAL SUBJECTIVITY CONSTITUTION AND SOCIAL INEQUALITY
REPRODUCTION THROUGH GENDERED DISCOURSES IN SCHOOLING ........................... 194
DOROTTYA REDAI, CENTRAL EUROPEAN UNIVERSITY, BUDAPEST ...................................................... 23
THE DISCURSIVE DEFENSE OF HETERONORMATIVITY IN AN ITALIAN DEBATE OVER
GENDER EDUCATION .......................................................................................................................... 32
MONICA PORZIONATO, CENTRAL EUROPEAN UNIVERSITY, BUDAPEST ................................................ 32
MOROCCAN WOMEN AND SOCIO-ECONOMIC WELL-BEING: THE CASE OF HOME-
BASED BUSINESSES IN FEZ REGION ............................................................................................... 41
LAMIAE AZZOUZI, MOULAY ISMAIL UNIVERSITY, MEKNÈS .................................................................. 41
GENDER REPRESENTATION IN THE MOROCCAN EFL TEXTBOOK DISCOURSE ............ 54
MOHAMED JAAFARI, CADI AYYAD UNIVERSITY, MARRAKECH ............................................................ 54
CONSTRAINTS TO GIRLS’ EDUCATION IN MOROCCO AND A GENDER APPROACH TO
LITERACY ............................................................................................................................................... 71
HAYAT NACIRI, SULTAN MOULAY SLIMANE UNIVERSITY, BENI MELLAL............................................ 71
GENDER DIFFERENCES OF UKRAINIAN EIGHTH GRADERS IN MATTERS RELATED TO
EDUCATION OBTAINED FROM TIMSS-2011 RESULTS ............................................................... 84
YURIY KOVALCHUK, AND TETIAN ALISOVA, NIZHYN MYKOLA GOGOL STATE UNIVERSITY, NIZHYN 84
“GIRL POWER” IN EDUCATION: THE CASE OF HIGH SCHOOL STUDENTS IN EL
JADIDA ..................................................................................................................................................... 90
BOUCHAIB BENZEHAF, CHOUAIB DOUKKALI UNIVERSITY, EL JADIDA................................................. 90
ARAB-AMERICAN WOMEN WRITE BACK: POETRY AS RESISTANCE IN MOHJAKAHF’S
E-MAILS FROM SCHEHERAZADE .................................................................................................. 106
HIND YOUSSOUFI, SULTAN MOULAY SLIMANE UNIVERSITY, BENI MELLAL ...................................... 106
THE IMPORTANCE OF EXCHANGE PROGRAMS IN THE RE-CONSTRUCTION OF
FEMALE STUDENTS’ IDENTITIES .................................................................................................. 116
SOUAD BELHORMA AND HAJAR BERGHABI, UNIVERSITY SIDI MOHAMMED BEN ABDELLAH, FEZ ... 116
PERFORMING A VICTIM: TOXIC POSTSOCIALIST MASCULINITIES ................................. 139
ARTŪRAS TEREŠKINAS, VYTAUTAS MAGNUS UNIVERSITY, KAUNAS ................................................. 139
DECONSTRUCTING THE FOUNDATIONAL MYTHS OF PATRIARCHY IN GILMAN’S
HERLAND............................................................................................................................................... 149
HAMID MASFOUR, SULTAN MOULAY SLIMANE UNIVERSITY, BENI MELLAL. .................................... 149
THE EFFECT OF GENDER DIFFERENCES ON THE INTERNAL STRUCTURE OF
CREATIVE SELF-EFFICACY CONSTRUCT................................................................................... 163
TETIANA LISOVA, NIZHYN MYKOLA GOGOL STATE UNIVERSITY, UKRAINE ...................................... 163
PSYCHOLOGICAL RESEARCH INTO FEMALE MASTER-STUDENTS’ IDENTITY WITH
THE LEADING “MANAGEMENT” ORIENTATION...................................................................... 170
OKSANA SHCHOTKA, MYKOLA GOGOL NIZHYN STATE UNIVERSITY, UKRAINE ................................ 170
DEBATE ABOUT MODERN EDUCATION OF MUSLIM GIRLS IN TUNISIA BEFORE AND
DURING THE COLONIAL PERIOD (1856-1956): BETWEEN OPPONENTS AND
SUPPORTERS ........................................................................................................................................ 179
ADEL BEN YOUSSEF, UNIVERSITY OF SOUSSE, TUNISIA ...................................................................... 179
Foreword
All papers selected in this volume were subject to a rigorous peer-review process. They are
reviewed and conceptualized into GIE volume. The papers selected are based on innovation,
organization, and quality of presentation.
We would like to take this opportunity to express our appreciation to all authors and thank them
all in considering and trusting GIE as the platform for publishing their invaluable work. All
reviewers should be also thanked for their careful comments and advice. They have worked hard
reviewing papers and making valuable suggestions for the authors to improve their work. We
would like to thank the members of the program committees. Also, we would like to express our
deepest and sincere gratitude to all the partners of the ERASMUS+ project who helped in the
success of this work. A special word of gratitude is due to the President of Sultan Moulay
Slimane University for his support. We are also grateful to the vice-president for his help.
Finally, we sincerely appreciate the tireless efforts of Dr. Natalija Mazekiené (the Coordinator of
the project) for her excellent contributions to make the volume a grand success.

Hayat Naciri
Introduction
This volume “Gender, Identities and Education” raises the issue of gender inequality in education
and its impact on individuals and society. A prime motivation for editing this volume was to discuss
different approaches to improving the quality of education. Thus, the major conclusion/recommendation
of the volume is that the various societies the contributors represent must change attitudes towards gender
in a very fundamental way if social, economic and political development and gender equality are to be
achieved in education.
Dr. Hassan Zaid, Sultan Moulay Slimane University, and Dr. Ilham Bettach, Mohamed V
University, reported that textbooks are important in the formation of children’s gender identity, and
showed that the Amazigh textbooks serve to perpetuate the stereotypical gender roles which exist in
Moroccan society.
In an inspiring contribution, Dr. Dorottya Redai, Central European University, addressed the
issue of intersectional subjectivity constitution and social inequality reproduction in Hungarian secondary
education and discussed how class and ethnicity are reproduced through gendered discourses and
practices in a school.
Dr. Monica Porzionato, Central European University, analyzed how the introduction of a series of
pedagogical programs aimed at sensitizing children to gender and sexuality in Italy has resulted in a
rapidly growing body of discourses which, both explicitly and implicitly, aim at maintaining
heteronormativity.
Dr. Lamia Azzouzi, Moulay Ismail University, reported on the socioeconomic situation of
Moroccan women in her case study and their awareness of the necessity to change their social situation
for their own well being. Through this survey, it has been demonstrated that housewives, today, can enjoy
more and more independence, respect and success, thanks to running small businesses.
Dr. Mohamed Jaafari, Cadi Ayyad University, examined a significant feature of gender
representation in the discourse underlying the current Moroccan EFL textbooks. He pointed out that
multiple gender inequalities seem to persist in the textbooks. The results from the study imply that
textbook designers should treat gender representation quantitatively and qualitatively.
Dr. Hayat Naciri, Sultan Moulay Slimane University, shed light on some of the most significant
constraints to girls’ schooling in Morocco. She intended to make people in charge aware of the effects of
education and human development; and particularly NGOs regarding the role they can play to fight some
negative traditional values to improve girls’ and women’s situation in Morocco.
Dr. Tetiana Lisova and Dr. Yuriy Kovalchuk, Nizhyn Mykola Gogol State University, presented
an analysis of the answers of Ukrainian TIMSS-2011 participants to a student questionnaire in order to
find the differences between boys and girls in matters related to Math and Science education. Overall,
their results show that these differences are not significant.
Dr. Bouchaib Benzehaf, Chouaib Doukkali University, presented an analysis of the results of a
comparative study that set out to explore gender differences in the area of writing among Moroccan high
school students. It has been found out that girls steadily out-perform boys in academic areas, and the
differences are highly noticeable, thus suggesting a reversal of the traditional gender gap. However, it has
also been found out that a peer perception gap persists, with boys refusing to recognize girls’ skills in
spite of their higher grades.
Dr. Hind youssoufi, University Sultan Moulay Slimane, examined how the contemporary Arab-
American poet Mohja Kahf challenges the western and patriarchal interpretations of some Islamic cultural
symbols like the “hijab” (the veil). In poems like “Descent in JFK”, “Hijab Scene # 7”, and “Thawrah
Des Odalisques at the Matisse Retrospective”, Mohja Kahf offers an interesting counterpoint to challenge
hegemonic narratives about Arab-American women rooted in the nineteenth century.
Dr. Souad Belhorma and Hajar Berghabi, University Sidi Mohammed Ben Abdellah, aimed to
examine how NGOs exchange programs to help female university students reconstruct their social,
economic, cultural, and gender identities in different Moroccan cities. They asserted that AIESEC
exchange programs served both as tourism opportunities and a learning means.
Dr. Artūras Tereškinas, Vytautas Magnus University, analyzed postsocialist toxic masculinities as
an ensemble of discourses, rules, and practices characterized by excess and banality. The author
emphasizes that fraught with fear and anxiety, Lithuanian politicians attempt to resolve their masculine
ambiguities by resorting to dramatic performances of resentment, impetuousness, hatred, and denigration
of others.
Dr. Hamid Masfour, University Sultan Moulay Slimane, maintains a practical deconstructionist
analysis of the different relevant levels of patriarchal myths questioned in Gilman’s Herland, the work
revises the claimed patriarchal prerogatives for perpetuating social order and providence, along with
deconstructing traditions and religion as legitimating factors of male dominance.