Literaturnachweis - Detailanzeige
| Institution | Cultural Survival |
|---|---|
| Titel | Observations on the State of Indigenous Human Rights in Light of the UN Declaration on the Rights of Indigenous Peoples: Morocco |
| Quelle | (2007), (10 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Indigenous Populations; Courts; Foreign Countries; Civil Rights; Social Change; Cultural Traits; Elementary School Students; Native Language; Language of Instruction; Translation; Afro Asiatic Languages; Cultural Maintenance; Self Determination; Governance; Morocco |
| Abstract | Since the ascent of King Mohammed VI in 1999, Morocco has made strides to recognize the rights of its Amazigh (Berber) population. But the pace of progress is far too slow. One significant problem is the government's unwillingness to recognize the Amazigh as an indigenous people, which in turn undermines the Amazigh's ability to participate in government or to determine their own futures in accordance with their customs and traditions. Although Amazigh land rights have received some legal recognition, the government tends to respect these rights only in cases where there is no competing outside interest, and ignores them completely when they compete with such activities as oil exploration. Discriminatory governmental attitudes further impede the Amazigh from taking effective action to protest violations of their rights. Despite promises to the contrary, the government has yet to ensure that all Amazigh primary school-age children receive adequate education in their language, or that the country's courts have adequate capacity to provide translation into Amazigh. The government also needs to ensure that the country's civil registries recognize and register Amazigh names. (As Provided). |
| Anmerkungen | Cultural Survival. 215 Prospect Street, Cambridge, MA 02139. Tel: 617-441-5400; e-mail: culturalsurvival@cs.org; Web site: http://www.culturalsurvival.org/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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