Moroccan Secondary School Teachers’ Perspectives Towards Jewish Cultural Elements During the Gaza Conflict: A Descriptive Analysis

Abstract

This study explores the attitudes and perceptions of Moroccan secondary school teachers towards Jewish cultural elements during the Gaza Conflict, offering a descriptive analysis to elucidate their perspectives within the broader socio-political context. By exploring their viewpoints, this research has aimed to contribute to a deeper understanding of the complexities surrounding cultural integration and sensitivity within the educational landscape of Morocco, particularly in light of the ongoing conflict in Gaza. The participants of this study were 50 secondary school teachers from the Casablanca-Settat region, who primarily teach social studies subjects including Arabic, English, French, Islamic education, history and geography. Structured questionnaires were the primary technique of data collection. A quantitative approach was adopted, and the data were analysed using SPSS statistical methods. The study's results show a diverse range of perspectives, with 60% exhibiting favourable views and 30% reflecting negative sentiments. Teachers are observed to have a level of awareness regarding the historical contributions of Moroccan Jews. However, it is crucial to implement targeted interventions for the 16% who are less familiar with this topic. These findings emphasize the importance of adopting comprehensive educational strategies to address knowledge gaps and promote cultural empathy, particularly in the context of ongoing tensions.