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

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24Proceedings of the 27 th MATE Annual Conferencemechanism of resistance to the exclusive nature/faculty of specificintermediations and/or mediators – individual and/or institutional – from thecapacity to perceive, construct and assign meaning and values to newly obtainedrelationships in the development of a community or to reassign new meanings toexisting relationships, that is, to the fundamentals of a status quo.Likewise, art is a social value. As such, one of its functions is to reveal alternativeperspectives that allow both for individual people and for communities to bebullied around into challenging what their comfort zones guarantee them and forfrontiers to be pushed forward and perception angles to be widened. By doingthis, art reveals that the perception of an image is neither the image itself nor thatit is a reflection of the viewer but that an image is always an expression of amoment in a continually changing perspective. In other words, art tells samestories, stories of every man and woman as well as of every community but fromthe perspective of each one. This is what some people have referred to as theuniversality of art. For this reason, art education could be one good entry for thestudy and appreciation of values.Furthermore, values change. They are modified according to social changes andchoices. Many things that shocked one as a child or as a younger person do not ata later age. In addition, societies develop. The acceleration of change is greaterthan it has ever been whereby the exposure of individuals to great changes intheir lifetimes. This means that it is, at least theoretically, possible for a society ora community to host a range of values that is much wider than used to be thecase. In other words, the faster is the acceleration of changes, the more valueswill change and the more diversity of values will co-exist.One of the major values that have motivated humanity is the value of its ownadvancement. This value, has, however, paradoxically raised difficulties for theadaptation of the values which motivate humanity and those that result or that arerequired from its advancement. Research on the embryo is a case of an endeavourthat has raised discussions on the limits of research on the basis of anticipationsand expectations of the advances which humanity wants for itself.Which values are predominant in Morocco: Which would we like to promotein our language educational options?
25Proceedings of the 27 th MATE Annual Conference1. What place do the values of performance and competitiveness have in theMoroccan educational system?2. What are the values that motivate the Moroccan students, languagelearner, English language learner in the various components of theeducational system?3. What is the hierarchy of values - in the motivation system of Moroccanlearners?4. Is there still enough room for saints – old and new?5. The values of respect for the elderly, of submission to parents, tohusbands,6. The value of human life: dignity of life and of death. Bioethics: how dopeople die, how to ensure a painless and peaceful death for everyone. Theright to euthanasia.7. To what extent is respect of pluralism a value in our culture?8. Conflict resolution: win-win versus win-lose options9. How do we deal with various types of errors?10. The values of virginity and of chastity: Are they social, economic,cultural, historical, moral, religious? While they are/have been perhapsamong the most powerful in our society, what treatment do we reserve tothem? Any room for extra-marriage sex?11. Values of space, time and the culture of segregation and discrimination:the city, where and when one is permitted or prohibited to go. While it hasbecome more acceptable for men go to cafés and sit at terraces, womenare still not expected to do as well.12. Do tolerance and individual freedom provide for the right to change one’sconvictions, to choose convictions and beliefs other than those of thecommunity or simply to do completely without any convictions at all?What happens if one decides to change convictions, including religiousobedience? The attitude is often that the person has been misled,misguided, led into error and that she/he is setting himself against hisformer convictions.13. Individual freedom and Human Rights: do they include the right andfreedom of mobility?14. Individual and group attitudes when values clash and result in violence,An English language teacher in Morocco, for example, is a person who has theauthority to promote and/or prohibit the enhancement of values. She can make ofthe focus on values an argument to draw the learners’ attention to the various
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