Exploring the Educational Needs and Challenges Faced by Undocumented Sub-Saharan Students in Moroccan Public Schools

Autor/in	Ismaili, Yassine
Titel	Exploring the Educational Needs and Challenges Faced by Undocumented Sub-Saharan Students in Moroccan Public Schools
Quelle	In: Journal for Multicultural Education, 17 (2023) 3, S.316-329 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2053-535X
DOI	10.1108/JME-10-2022-0136
Schlagwörter	Foreign Countries; Undocumented Immigrants; Public Schools; Teacher Attitudes; Barriers; Student Needs; Access to Education; Educational Environment; Inclusion; Cultural Differences; Academic Achievement; Language of Instruction; Arabic; Language Proficiency; Morocco; Africa + Suchen Sie Ihr Suchwort? Ausland; Illegaler Aufenthalt; Public school; Öffentliche Schule; Lehrerverhalten; Education; Access; Bildung; Zugang; Bildungszugang; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Inklusion; Kultureller Unterschied; Schulleistung; Teaching language; Unterrichtssprache; Arabisch; Language skill; Language skills; Sprachkompetenz; Marokko; Afrika
Abstract	Purpose: The purpose of this study is to investigate the educational experiences of sub-Saharan African undocumented students in Moroccan public schools, as well as the perceptions of instructors regarding the challenges and needs of sub-Saharan students in the capital city of Morocco, Rabat. Design/methodology/approach: A qualitative interpretative case study approach was implemented to investigate this topic. This study involved seven respondents who had experience working with sub-Saharan students in their classrooms. Findings: The findings of this study indicate that Moroccan public schools provide sub-Saharan African students with free education and a welcoming and secure learning environment. However, inadequate educational conditions, such as deficiencies in the designed programs, possibly limited competence of teachers, lack of professional instructors capable of teaching migrants and insufficient resources, can all hinder the learning process and educational integration of sub-Saharan African students. Originality/value: This study contributes to the limited body of research on intercultural education in the Northern African region. The educational challenges and needs of hundreds or thousands of sub-Saharan African immigrants settling in Morocco are often overlooked or not given adequate consideration in scholarly works. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01