If true, the news leaked out of discussions and civil SEC, which circulated by some media outlets, to the effect that the Board intends to propose Tamazight teaching in primary only, without the rest of the wires education, it will mark the return to the subject of cultural and linguistic rights and the management of diversity to the pre-dynamic which was launched in 2001, this new dynamic that fall at the beginning of the third millennium, in the context of “national reconciliation” in the subject of identity and culture, as it will be a significant indicator of the desire to refer explicitly and dangerous to devote cultural and linguistic discrimination among Moroccans, after cDNA leave position Previous miserable, and we get to bring about the desired level in the national personal balance, which has been complaining of a permanent limp, and chronic disorder. It is well known that the first official initiative taken to approve the Tamazight teaching in primary only was the year 1994, in a letter of August 20 speech, King Hassan II at the time, a limited initiative were not exceed the goals situational settlement to the problem of arrests Rashidiya, any reduction of tension and the liquidation of the atmosphere years ago A few of the King’s departure, and this explains why something is not working what is stated in the letter that has been totally forgotten and did not succeed any little effect within the State Motors. The speech Ajdir for the year 2001 came in a different context altogether and took a holistic and procedurally oriented from the beginning, was also associated with significantly renew the legitimacy of the monarchy and turn the page political, economic, social and cultural human rights violations, making the resultant him of measures (including mainstream teaching the Tamazight language in system National Education horizontally and vertically) graduate of the State’s obligations allocated budgets of public money, and responded to them, educational and media institutions, programs, and crystallized her diary and official references many administrative documents can not be ignored and erase period of history as if they were not. We have today the status of paradox and marvelous full of contradictions, so much so that we wonder if those who are preparing to propose the foregoing have taken into account the available data, and the obligations of the state, the previous positive and accumulations, and the gains obtained, or are they invoked to individual mood pure that no more than a desire to Accounts filter with “chemises” which many of them do not feel belonging to it, and setting up themselves, however, the rulers in destiny. We have a board composed of dozens of members who do not, including actors civilians from Amazigh associations, and specialists in linguistics or Amazigh culture (with the exception of the Dean of the Royal Institute of Amazigh Culture alone without the other), and this is repeated the same mistake that was made with the Charter of Education and Training at the end of the last century, when met parties, trade unions and actors entangled in the orbit of the official ideology to decide in regards to education in the total absence of actors Amazigh, specialists in the Amazigh language and culture affairs, and the result was Article 115 of the Charter, which was considered a real insult to the Amazigh and language, prompting them to release the name of “Charter Allaotunai for Education and Training “The document, which crystallized in their absence, as they sought through the lobby of civil pressure and through legal and peaceful means to change this unjust decision, and they succeeded in that after a short period through what has been achieved in 2001 the adoption of the Amazigh” national responsibility for all Moroccans, “and the adoption taught in Each wire education and inclusion in the local media and respect. Have been identified since that time in the “Platform for the teaching of Tamazight language” developed by the Ministry of National Education and the fundamentals of solid gains we see the need to be reminded in this regard, namely: That Tamazight a national language for all Moroccans, without exception, like the Arabic language. They circulate horizontally on all the national territory and vertically on all wires education. They are subject to the processes of language and standardized configuration and standardization of languages, like school. She writes Bhrvha original ancient Tifinagh. Based on these premises established workshops institutionalization in the advancement of Amazigh language and culture, and the rescue of the rapid Alanmh and give them the place that they deserve, and it was concluded the contract provides for the creation of the Tamazight language to play a vital functions in society and the state. Has emerged through the extended between 2001 and 2011 experiment that the adoption of a new policy without doomed to failure legal guarantees, which Nasrallah made during the last ten years mentioned the need Constitutionalizing Amazigh and give legal status can be protected within the institutions and remove them permanently from discrimination followed policies, has been achieved with the Constitution of 2011, where he became the Amazigh an official language of the country beside Arabic, and we consider it an historic asset because it represents the supreme guarantee to put a definitive end to the policy of discrimination. But we also have a Constitution that provided next to the demarcation on the need for a regulatory law to activate the formalization of the Amazigh language, a law which has not yet issued with the knowledge that the Constitution confers on it the task of identifying modes and stages of the inclusion of the Tamazight language in institutions, primarily education, but that education is the only area mentioned Constitution by name in his speech about the organizational law of the HCA. We have next to what we have to make the Constitution marks a National Council for Languages and Moroccan culture is not its creation until now as well, knowing that his mission to determine the language policy of the country, and those concerning the diversity of the measure and keep it. In addition to these anomalies surprise and current Minister of National Education to develop an action program extends to the year 2030, does not refer directly or indirectly to the HCA taught since 2003, but he told Agence Maghreb news that Amazigh site in Education “unclear” After ten years of teaching. Before this Ironically, ask the following questions: What are the party that empowers them to determine the modalities and stages of the inclusion of the Tamazight language in education, (expected regulatory law or the National Council of the languages or the SEC or that it is up to the mood of the Minister of National Education, who shook the hand of the subject and denied all Pledges by the State)? Is this the whatever the validity of her jumping on the history and the Constitution and all the gains accumulated within the institutions? Are there democratic experience without rationalizing the gains? Is it possible to deal with the Amazigh language after 2011 outside of the status of the official language, which means as is customary language of global institutions? Is it possible to understand and interpret the Constitution of 2011 and interpreted the mentality of the seventies and eighties, outside any democratic logic and dynamic history and dynamic reality and logic of fairness, justice and equality? Is frames can be configured in the official state language taught only in the primary? Then the obvious: Do you have the right frame of mind for the segregation and racism that continue in public policies, although the Constitution and in spite of all the national earnings? What is the value of our struggle, and the feasibility of “reconciliation” and “sharing” and “national dialogue” and “national responsibility” and the declaration of good intentions? We believe that the democratic forces her at critical moments of the history of our country, and everyone has to be vigilant against the current conflict between the tendencies Alinkusih factors change and future incentives, in order to ensure future generations always stable based on justice and equality and all the citizenship right values.]]>
Each opinion of the Supreme Council for Education outside the Constitution and national gains rejected
