Leadership and Values in Language Education - Al Akhawayn ...

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20Proceedings of the 27 th MATE Annual Conference14. How do value systems provide for the occurrence / incidence of othervalues and/or the rise of competing values / value systems in the samecommunity?15. To what extent can value systems tolerate the competition of otherones before they raise various forms and degrees of resistance againstthem?16. How do value systems explain and/or justify the violence they requireto perpetuate themselves and to check the domination of other ones?17. How do value systems cope with the results of the violence theyoppose to other ones for their own survival (cases of war handicapped,prisoners of opinion, exclusion, discrimination, etc.)?18. How have the value systems of science, magic, mythology,philosophy, metaphysics, religion and politics been able to surviveeach other in different parts of the world and throughout history?19. How are the value systems of the West and the non-West faring incurrent times?20. How do values operate to control the lives of individuals and ofcommunities?21. How do values relate to law, to law making institutions and to lawenforcement agencies?22. How do values relate to institutional as well as individual decisionmakingprocesses and how do they operate to influence them?23. How do values taken to be universal end up privileging some elites orsome parts of a community over its own majorities?24. Can a community operate without values?25. How can some communities with allegedly strong traditions of values– strong and coherent value systems - end up corrupt in many ways?26. How do value systems include and exclude values from them?27. Which place do current value systems reserve to the protection of theenvironment, democracy, new forms of parenthood, personal sexualfreedom, the right to decide what is good and what is wrong, equaleconomic, cultural, social and political opportunity?28. How do the various value systems deal with and provide for thedichotomies involved in such values as life [death, peace, war,violence, crime, punishment, elements that maintain and protect life,etc.] reason [passion, irrational attitudes, nature of knowledge,intellectual faculty, etc.], religion [mysticism, materialisticappreciations, freedom, compulsion, purpose, etc.] and property
21Proceedings of the 27 th MATE Annual Conference[rights, equal opportunity, equity, social and economic equality,crime, protection of domestic equilibriums from globalhegemonization of economy, etc.]?29. How do current value systems integrate such values as sacrifice,solidarity, generosity, responsibility, forgiveness, abnegation,protection of the environment, etc.?30. How do the values of autonomy and independence conjugate withthose of collectivity and participatory democracy?31. What type of education and training are accepted as universallyrequired for all? Why?32. What does the right to be informed refer to and how can it beimplemented?Which values to focus on in a language education environment?The values through which communities legitimate the distribution and dispositionof power and of wealth are the ones that seem to me to deserve more attentionthan any others. In fact, it is through these values that historical heritages, thevarious freedoms and rights of individuals and communities are at the same timepromoted and usurped and confiscated. It is through them, too, that theinterpretations of history and of the various discourses that mark it areappropriated by minorities and elites to perpetuate their rule over majorities. It isthese values which I need, as a teacher of languages, to investigate with mystudents and to initiate them in the skills not only of analysing them and ofidentifying one when they see it, but to anticipate the forms they might take intheir perpetual transformation to adapt to the unavoidable changes in the powerrelationships within communities. In fact, values are only as important to me as alanguage educationalist as they are critical in the formation and deconstruction ofattitudes, opinions and stereotypes and hence the enhancement of aptitudes tosubmit or to rebel and accept or to challenge specific propositions of intra as wellas inter-community relationships.Values such as sharing, idleness, non participation, illiteracy, reproducingmodels, inhibition of critical aptitudes, repression of different aesthetictendencies, suppression of drives of the pursuit of knowledge, ignorance of theother, horror of the new and the innovative, terror of uncertainty, and fear ofvulnerability are all values which the language educationalist can address eitherto promote or to change as relevant in pedagogical approaches as well as in the
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