The purpose of this study was to document and define symbolic imagery found within the grounds of the Colon Cemetery in Havana, Cuba. Memorials erected to the dead use symbology to tell stories about the departed, giving us clues to the deceased’s values and philosophies, as well as their religion, ethnicity, social memberships, occupations, education, level of wealth, and thoughts on the afterlife (Keister, 2004). Using images of Colon Cemetery from a photographic documentary series, Havana: Behind the Facade, architectural and cemetery symbology was grouped into categories, researched for meaning, and sought for interpretations to reveal clues about Cuban culture and beliefs in the late 19th and early 20th centuries. In general, these symbols revealed that this society believed in religious fervor, an afterlife, and a merciful God. This study serves to guide anyone who wants to interpret cemetery symbology. It opens the door to future studies on specific Cuban families and tombs. Most importantly, it visually preserves the symbology found on architecture and monuments within Colon Cemetery.
Language is a critical basis of local identity and a vital tool for global communication. In multilingual Morocco, the issue of language instruction has been highly politicized, a factor that has contributed to poor educational practice. This article aims at providing a brief description of Morocco’s linguistic landscape together with the language policies first established in Morocco by the French colonizer. It goes on to further assess the evolution of language education policy and makes recommendations for strengthening Morocco’s multilingualism.
This essay explores the vast potential for participatory and sustainable human development in Morocco. Though Morocco is a country with many diverse resources, it remains burdened by severe levels of poverty and illiteracy, and now growing social discord. There have recently been increased public calls for participatory development programs designed and implemented by and for local people. The essay identifies six existing Moroccan Frameworks intended to initiate decentralized human development programs, and critically examines their efficacy. Ultimately, the purpose of the article is to suggest a new model to implement these Frameworks with maximum impact. The six Frameworks deal with municipal development plans, a sub-national funding agency, decentralization, environmental protection and agriculture, women’s rights, and youth engagement. Each of these Frameworks present positive ideals which are not fully being capitalized on currently because they lack sufficient resources and momentum individually. By integrating the six Frameworks to function in tandem, Morocco could achieve its goal of initiating widespread decentralized, sustainable development programs that truly impact local communities in positive ways.
In this article, I argue that political repression during the Moroccan Years of Lead (1956-1999) engendered myriad losses in the fields of education and culture. However, the scholarly focus on the embodied effects of state violence on former prisoners and forcibly disappeared individuals has overlooked the intangible damages both education and culture sustained during this period. In investigating the imbrication of political conservatism, educational reform and censorship, the article opens a more critical space for the conceptualization of the broader implications of the Years of Lead for education and culture. Drawing on several primary sources in Arabic and French, including documents of the Moroccan Student Union (UNEM), Lamalif issues, and ERC’s final report, I examine how educational and cultural loss was constitutive of the experience of Years of Lead. Combining close readings with historical analysis, this article is an invitation to broaden the scope of scholarly investigation of the multilayered ramifications of statal political violence on socioeconomic and cultural fields in Morocco.
Blogs have become a popular tool to improve learning and enhance student engagement. The process of creating information when writing a blog and reflecting on others’ ideas when commenting work together to help students engage in reflective learning. While there have been studies considering the value of blogging in traditional and online classes, this paper explores the benefits of incorporating blogs in a study abroad class. Outlining the experiences from teaching two study abroad literature classes, the paper summarizes the program design, details creating blog assignments, explores the benefits and challenges unique to study abroad students and blogging, and examines tips and suggestions for incorporating blogs in future study abroad classes.
