Introduction

 Cultures are not static, and societies undergo major changes that can promote higher ideals while still retaining a core national identity. Morocco began on a path to political reform in the early 1990s, following the succession of the new Monarch. At that time, reforms were introduced to laws that had not been touched for decades or had only been cosmetically altered.  These reforms intensified in the early 2000s. In 2002-2003, Morocco amended its Penal Procedure Code, its Press Code, and its Labor Law.  One of the most sweeping reforms, however, the Mudawanna, or Family Code, had to wait until 2004. 

 The new Family Code made great strides in promoting gender equality through the law. The Mudawanna created Family Courts to consider issues like marriage, divorce, inheritance and other personal status issues that had previously been handled by religious clerics, or Aouduls.  In addition, the Code attempted to change the culture around gender by stating for the first time that both women and men had responsibilities related to the family.  In a groundbreaking development it eliminated the dictate that men are the head of the household.  This has created an opportunity for a tremendous cultural shift and revisions within many aspects of Moroccan life.

 After the passage of the new Family Code, Human Rights Education Associates (HREA) decided to undertake an 18-month legal reform project to help solidify these changes both through the training of judges and through review of school textbooks.  The project sought to help train the newly formed Family Court Judges, and, working in partnership with the Ministry of National Education and Moroccan researchers, also sought to impact the educational system by recommending reforms to new textbooks with regard to gender equality and human rights perspectives. 

 The textbook study is a groundbreaking initiative which can have tremendous impact in shifting perceptions of women and girls, shaping cultural heritage not only in Morocco but perhaps in the entire region.

 Theoretical Framework:

The textbook, as an educational tool, occupies a central place in the curriculum. Textbooks, particularly those in centralized systems where all educational resources must be approved by the Ministry of Education, contribute to developing and systematizing an educational view both about what is important to learn and what values should be passed on to students. Textbooks are one of the first places - and one of the most formal artifacts - that demonstrate what educational “norms” are intended to be transmitted in the classroom.

 The central role of the textbook led HREA to raise questions about its potential role in promoting certain changes in a society in transition, its function and the role it is supposed to play in shaping our views. The textbook clearly can be a powerful tool for influencing ways in which both children and adults think about core human rights concepts and values, the image of women/girls, and the concept of gender equality.

 The textbook analysis began with some simple questions: How are women and girls represented in textbooks designed to promote knowledge acquisition and reading in a range of subjects? Are the principles of gender equality respected within the textbooks? Were they integrated into the writing of the textbook? Do stereotypes and negative judgments still exist in the recently developed textbooks?

 HREA’s textbook review project evaluated both gender equality and human rights perspectives in school textbooks.  The study was conducted in cooperation with the Moroccan Ministry of National Education, the Central Committee for Human Rights Citizenry, and in partnership with several women’s and human rights NGOs.

 The Moroccan Ministry of National Education, under the framework of pedagogical reform, has been working toward reviewing the textbooks and privatizing the production of textbooks in order to break the monopoly of using only one book.  This opens up competition in the field of writing textbooks and also gives educational institutions the possibility of choosing textbooks which are best suited for their schools according to criteria that takes into account administrative and organizational pedagogical characteristics.

 The new books have the following characteristics:

·        For the first time, textbooks bear the identity of the author or authors,

·        There is more than one textbook for a given subject at a given level,

·        The authorship of textbooks and their licensing requires that the textbook should adhere to “the principles of equity and equality and contribute in rejecting all forms of aggression and violence.”

 Morocco is clearly in a transitional phase in the production and circulation of textbooks in its educational institutions. This phase seeks to enhance the quality of textbooks by respecting the basic principles of human rights such as tolerance, equality, dignity, the provisions included in the Family Code, and the principles of equity and equality (articles 15 – 16 – 17). It was at this auspicious moment in the development of new textbooks and against the background of growing reform that HREA’s partnership with the Ministry of National Education was initiated.

 Phase One: Development of Criteria and Training of Reviewers

The review began at the end of January 2005 with a four-day training for a group of 26 reviewers.  Ultimately, 22 reviewers participated (11 women and 11 men).  They had been recruited through civil society and human rights groups and they had expressed a desire and commitment to participate in the reading and review of the textbooks. The reviewers were mostly teachers from a variety of disciplines, representing different regions of the country but they also included school inspectors and principals, planners for the Ministry of Education, a lawyer and the president of the Parents Association.  The training took place from January 25 to 28, 2005 and aimed at providing the group with tools to enable them to read and review the textbooks from a gender equality and human rights perspective. 

 The training workshop explored both the researchers’ personal perspectives and perceptions of gender and minority representation, and also trained them on how to look for negative representations/stereotypes and prejudices in textbooks.  The workshop targeted the groups’ individual and collective perceptions and stereotypes and worked on providing them with new ideas and techniques in order to deepen their thinking about the texts and to help them to reflect on the contents of the textbooks and its relation to the curriculum. Furthermore, the workshop worked to deepen the participants’ knowledge of human rights and citizenry. Aspects of the training focused on CEDAW, the UDHR, and the new Moroccan Family Code.  The participation of specialists and the use of an interactive methodology helped to activate trainees and demonstrate how the principles of the Family Code could be incorporated into the school books and curriculum. 

 Finally, the workshop familiarized the reviewers with the extensive set of criteria which was used to analyze the textbooks.  The criteria were extremely detailed and were 32 pages in length.  The staff of HREA’s Morocco office spent over three months developing the criteria, involving a sociologist and many highly experienced educators in the process and referencing international human rights treaties (CEDAW and the UDHR) and the Moroccan Family Code.  The research team examined the development of the textbook in Morocco and debated which questions could best address the presence/absence of women/girls in the textbooks. We also studied the Moroccan Chart on Reform to the Educational System, and looked at comparative studies on textbooks, particularly examining the Turkish experience critiquing the presence of human rights values in the textbooks. 

 Phase Two: The Reading/Review Process

The review phase of the project lasted for six months and included 50 primary school textbooks. The list of books included those subjects thought to be closely related to the transmission of values and concepts related to human rights and gender equality. They included Arts, Arabic, French, Home Economics, Islamic Studies and History/Geography textbooks.  Five research groups were formed to cover different geographical regions of Morocco and were based in the following cities: Tetouan (North), Fes (East), Marrakesh (South), Casablanca and Rabat (West). Each of the different regional groups examined textbooks used in their local schools.

 For two weeks (January 30 – February 15), each member of the research team began a period of preliminarily familiarization with the textbook.  The researchers then spent two months (February 16-April 15) systematically reviewing the textbooks using the amended criteria.  The researchers began the review process using a specially prepared template provided with the criteria and recording their initial observations in a standardized format.

 For one month, from April 16 – May 15, the researchers began preparing their initial reports by filling out the charts in the template and organizing their observations. They also began interpreting the data/statistics they had collected.

 From May 16 – June 15, the researchers prepared their final reports including a thorough analysis of the data collected, interpreting it in light of the Moroccan Family Code, the UDHR, CEDAW, and the criteria.  The researchers drafted recommendations for revisions of each textbook in order to adapt it and bring it into line with the concepts of gender equality now recognized in the new Family Code, as well as to bring it into compliance with Morocco’s human rights obligations under international law and National Chart on National Education.

 Phase Three: Compilation of Reports and Synthesis for Final Report and Recommendations

 Out of 50 textbooks assigned, HREA received comprehensive reports on 43 textbooks. HREA began a process of data collection, compilation and synthesis for each of the individual reports and began compiling trends to develop the final report. The final report was released in December 2005 at a press conference held by Abderrahim Sabir, Regional Director of HREA and attended by the Minister of National Education in Rabat. 

 Research Tools:      

HREA developed a set of tools and techniques to standardize the review criteria and to enable the participants to identify explicit and implicit stereotypes and prejudices against women. The researchers worked based on a well established plan, which included the involvement of their family members and community, the school, and local NGOs in the reading of the textbooks in order to enlarge the pool of readers and ensure an accurate and more objective evaluation of each textbook.

 HREA worked with the reviewers to coordinate between members of the same group; to coordinate among the groups through a list serve; and to coordinate between the groups and the HREA-Maroc office which followed the work regularly through email communication and on-site trips.

 The textbook review necessitated the use of techniques and tools that could help to ensure objectivity, accuracy and the comparison of the quantitative data. Thus, HREA developed charts to fill out and a template for the criteria. Due to the quantitative nature of some of the collected data, it was necessary to calculate precise statistics, such as percentages, in order to be able to deal with the qualitative part which focused on the analysis and interpretation of the collected data. The template is a necessary technique for any study that seeks scientific and accurate results in order to obtain information which can be used in the analysis and interpretation of the subject under study.

 The template provided in the criteria called for information on the textbook (i.e., its title, subject, school level, authors (male or female), editors, ISBN) in addition to the name and profession affiliation of the reviewer. The template included 21 charts; the first four charts attempted to measure the representation of individuals in the textbooks according to different variables, the fifth to tenth charts looked for the appearance of the characters in various positions, while charts 11 to 15 deal with stereotypes according to different variables (i.e., distribution of roles, adjectives associated with men and women, etc). Chart 16 measured the representation of efficiency according to age and gender. Lastly, charts 17 to 21 looked at the presence or absence of certain human rights principles such as gender equality, freedom, dignity, tolerance, and solidarity, in the textbooks through both text and image.

 Filling out the template and the different charts was not an easy task since any error or misunderstanding could have an effect on the ensuing tasks and interpretations. For this reason, the reviewers were asked to be precise and avoid abstract, general statements and long sentences in their reports. We opted for clarification of the aim of each chart to make the work of the researcher easier when she or he attempted to fill out the template. We came up with questions aimed at limiting the task of clarifying the objective. We also developed indicators that could help the researcher in applying the criteria. Finally, at the end of each chart we made a note that sought to add additional clarification on the use of the template.

 Sample of the Textbooks Studied:

There are six subjects considered central for transmitting key values and human rights principles.  These are Arabic, Islamic Studies, History and Geography, Home Economics, Arts, and French. Within these subjects, 78 textbooks are officially licensed for use by the Moroccan Ministry of National Education for elementary and junior high schools. 

 

 

The decision to examine these particular subjects was based on an evaluation of which topics would impart values.  For example, all Home Economics books were examined because they contained key values related to gender roles and there were a limited number of books.  In contrast, French textbooks were not ultimately included in the report as it was decided that this subject did not reflect the core values of Moroccan culture.  While Arts Education is more of a technique-oriented subject than a values-transmitting topic, we felt that some of the drawings and pictures could include implicit values and preconceived ideas relevant for gender and human rights.

 Study Results:

The study results can be broken into a variety of categories.  Only a few will be described here.

 Who Authors the Textbooks? 

Of the textbooks reviewed, 239 authors (86%) were male, while only 37 (14%) were female.  There are no female textbook authors for Islamic Studies or for French textbooks used in junior high schools.  Of all authors of Arabic textbooks, women do not exceed 5%.Which Writers are Included in Textbooks?

On average, 95% of the writers cited in both elementary and junior high school textbooks were male.  This includes fiction writers, researchers, poets, scientists, artists, religious scholars and others.  There are no female writers at all represented in Islamic Studies textbooks.

 How are Women and Girls Represented in Textbook Pictures?

The overall percentage of women and girls represented in pictures or drawings in all textbooks reviewed vary from between 22%-32% of all pictures.  38% of pictures in Arabic, French and Home Economics textbooks represented women and girls.  The lowest percentages of representation were in Islamic Studies textbooks in elementary school (15%) and in History/Geography in junior high (15%).

 How are Women and Girls Represented in Text and Exercises?

The average of women’s representation is approximately 17% in all texts or exercises.  The lowest percentages (16%) were found in History/Geography, Islamic Studies and Arabic in junior high schools.  The highest percentages were found in Arabic elementary school textbooks (31%), French elementary school textbooks (37%) and junior high school Home Economics textbooks (37%).

 How Do Gender Roles and FunctionsDiffer in Textbooks?

Jobs Outside the Home: Men are shown in positions of authority in textbooks nearly six times as often as women (e.g., CEOs, government ministers, parliamentarians, etc.)  Men are shown eight times as often as women in professions requiring specialized training or skills (such as scientists, athletes, researchers, etc.)

Household Chores: Of all the pictures of girls and women in school textbooks, girls and women are represented doing household chores 29% of the time whereas boys and men are represented doing such chores only 2.3%.

 How are Women and Girls Represented in Images and Text?

The location where men and women are found in pictures/images is important in defining what or where is “appropriate” for men and women. 

§   Inside the Home: women are found inside the house 58% of the time in Islamic Studies textbooks while men are seen inside the house 12% of the time

§   Cultural Events: women are only portrayed at public cultural events (such as movies, concerts or theatre) between 0% (Islamic Studies) and 17% (French) with the exception of Arts Education (which recorded a 50% representation of women at cultural events).

§  Workplace: women are represented 8.6% of the time in the workplace, while men are represented 12.6% of the time.  Men are, however, represented in the workplace four times as often as women.

 How is Gender and Language Used?

Masculine language and names are prioritized over feminine language forms.  For example, male names are always placed first in text.  Even where the feminine forms are included, where one boy is included in a group of, for example, 25 girls, the group is addressed in the male form.  Masculine forms are dominant with respect to questions and the imperative tense.

 Are Stereotypical Adjectives Used?

Where women are discussed, they are characterized by the following words:  “ignorance,” “subservience,” “submission,” “kindness,” “gentleness,” “beauty,” “hesitation,” “illiteracy,” and “well-groomed.”   Where men are described, they are predominately characterized by words such as intelligent, “serious,” “harsh,” “strong,” “brave,” “taking initiative,” “leader” and “authority.”

 What Other Kinds of Results are Included in the Study?

There are a variety of other examples in the study, including a discussion of how men and women are represented in schools (access to education); how men and women are shown going to the doctor (access to healthcare); and how men and women are identified by name (the right to a name or nationality).  In addition, a variety of broader human rights principles (beyond gender) were reviewed.  These included the presence and representation of ethnic and religious minorities, people with disabilities, principles of freedom of expression, freedom of religion, freedom of association, and tolerance.

 What Major Conclusions Were Reached?

The study resulted in three major conclusions: 1) Women are clearly marginalized in most of the spheres reviewed; 2) Men are prioritized over women in pictures, drawings and text; and 3) Gender stereotypes continue to exist and negative characteristics tend to be widely attributed to women and girls.

 Recommendations

At the conclusion of the review process, the researchers and HREA developed a set of recommendations which were submitted to the Ministry of National Education to help revise and improve textbooks in Morocco.  Among the recommendations were the following:

 The Ministry of National Education should require textbook publishers:

• To have an equal number of female and male textbook authors

• To include the contributions of women (Moroccan and non-Moroccan) writers, poets, historians, religious scholars, artists in textbooks

• To insist on the principle of gender equality both in picture/drawings and text

• To insist on having pictures of girls alongside pictures of boys in most activities and exercises (including in religious activities and in “non-traditional” roles)

• To ensure gender equality in the use of language

• To incorporate the new principles of the Family Code, especially those dealing with gender equality and respect for women’s dignity

• To include examples of pluralism, tolerance and respect for other religions by introducing the history of religions in appropriate subjects (as well as by using appropriate selections from the Koran to illustrate)

• To take into account cultural diversity of Morocco (ethnic, religious, geographic) when choosing pictures and text

• To include gender equality and human rights principles in the core criteria used by the Ministry of National Education for selecting textbooks, for developing curricula and for conferences, trainings and workshops.

• To include an expert on gender equality and human rights in the Ministry of National’s Education’s textbook acquisition division.

• To draft a manual to help deconstruct images, stereotypes to be adopted by teachers, inspectors and publishing houses

• To conduct continuing training for teachers and inspectors

• To conduct training for publishers on gender equality and human rights principles facilitated by local NGOs

Next Steps and Lessons Learned

In December 2005, the report was adopted and endorsed by the Ministry of National Education.   HREA-Maroc is drafting a manual to be published and distributed by the Ministry of National Education on how to conduct a gender-based analysis of images and text in curricula and textbooks.   The Ministry of National Education has agreed to a formal partnership with HREA-Maroc for a phase two review of 60 additional high school textbooks (including science textbooks) and accompanying curricula. (pending funding)  Plans are underway to conduct similar studies using this replicable model in other countries in the MENA region.  Tunisia has already been identified as a suitable next country.   (pending funding)

 The success of the textbook review project shows that the partnership between NGOs and governmental institutions can produce tangible results leading to institutional change.  With the commitment and hard work of the Ministry of National Education and the continuing commitment of the NGO community, educators, parents, and students, Morocco’s textbooks can be revised to reflect a more balanced view of men and women.  They can also more accurately reflect the core human rights values to which Morocco has subscribed.  And by doing so, school textbooks, which are one of the primary purveyors of values and social norms in a society, can contribute to cultural shifts in which human rights are respected and the principle of gender equality is more fully achieved.