Education for Emancipation and Disrupting Colonial Legacies in Morocco

This chapter defines educational knowledge as the range of facts, information, concepts, principles, approaches, laws, theories, strategies, and skills about education including pedagogy, curriculum, delivery, and evaluation acquired through experience, education, research, and analysis. This chapter argues that (a) the colonial legacies that still function within and through education in postcolonial spaces and (b) the sustained attachment toward ready-made perspectives and conclusions about the sociocultural framings of educational structures problematize the very endeavors for developing critical, nuanced, and effective educational policies that work toward the overall prosperity of the state and society. This chapter presents a case for decolonizing educational knowledge in Morocco as a necessary step for unsettling colonial legacies and framing education as a knowscape that supports the development of epistemic subjects who are power-literate and who can envision alternative worlds within which their knowledges are fundamental frameworks for making sense of one’s existence.