Reimagining Moroccan Literature Teaching: A Sociocultural Analysis of Inclusive Learner-centered and Equity-based Curriculum Intentions

الملخص

Literature teaching has long been perceived as fixed content that teachers deposit into students, making their learning passive and leaving them with little to no room for critical thinking, dynamic meaning-making, and interpretation. This paper calls for renewed approaches to respond to equity, representation, and inclusion issues. Drawing on Paulo Freire's and Pierre Bourdieu’s theories of education, this study examines the role of literature as a mediational tool for reflecting on power, ideology, and culture. By exposing students to literary texts that showcase diverse cultures, gender roles, and identities, this study investigates how literary teaching shifts from a neutral stance to an inclusive, empowering practice that promotes representation. It examines how literature can be integrated into the curriculum to allow students to develop a sense of agency and critical awareness, build their confidence and autonomy, and foster sociocultural competence. This paper further emphasizes the role of teachers as facilitators who adopt flexible teaching strategies, diversified materials, and reflective practices. This study is significant because it reimagines teaching literature through a sociocultural and inclusive lens, contributing to more equitable teaching and learning experiences. In essence, this study not only rethinks literature as a pedagogical and social practice but also advocates for it as a necessary critical tool for navigating complex sociocultural settings.