Arabic and Islamic Supplementary Schools in the Moroccan Diaspora: Urban Everyday Politics and Inclusion
DOI:
https://doi.org/10.14422/mig.21992.012Keywords:
Supplementary-Schools, Moroccan diaspora, everyday urban policies, transnationalism from below, inclusionAbstract
This article examines the everyday urban politics of the Moroccan-Muslim movement in a Spanish municipality focused on establishing Arabic and Islamic community-based schools within local neighborhoods. Through a combination of multi-sited ethnography, interviews, and focus groups with teachers and former students, we identify three self-organized models of educational provision: private tutoring in homes, teaching in places of worship, and through newly female teachers’ associations. Teachers rent neighborhood spaces and utilize municipal facilities, which helps to overcome the peripheralization of learning in migrant organizations, and the marginalization of home-based teaching. These spaces foster pedagogical and cultural changes to adapt both to the diasporic upbringing context and the expectations of local administration. We analyze: (i) linguistic capitalisation in Arabic language (qualification), (ii) the negotiation of religious and gender identities (subjectivation), and (iii) access to inter- and intragenerational networks of mutual support to address integration challenges (socialization).
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