By Ouafae Bennis
Sale, Morocco - While I was talking about some teachers’ situations and conditions, I was stupefied to hear that a teacher suffered a lot when he was robbed in odd circumstances. I was shocked when he started telling his story.
He was very devastated. I then developed a great urge to write about it in order to shed light on the injustice this teacher suffered.
"Two years ago, I imagined and thought that I was safe, I lost my working materials in the teachers’ room, and I was surprised to discover that I was a victim of a plot that was orchestrated by some colleagues in collusion with particular students.”
“I had never imagined there would come a day when I would be treated like that. When I claimed my lost materials, they accused me of delirium,” he added.
We are astonished and disgusted when we witness or hear of an incident of violence or a villainous plot against a teacher, instead of respecting and glorifying teachers for their devotion to educating young generations. Besides, it is outrageous to accept harming a colleague and causing him or her emotional and/or physical damage. It is a betrayal and an unjustifiable sin against them. This story is a factual case about the trouble and suffering a particular teacher experienced throughout his professional career.
Accordingly, we need to ask many questions: who is responsible for such a disgraceful situation? Why was a teacher’s life put at risk? Where have moral values and ethics gone? Where is solidarity?
If the person in charge of administrative management covers up some of his colleagues’ crimes and oppresses respectable teachers, such a person must be held accountable. When a headmaster wrongs an educator for his students’ sake, andbullies him in their presence, what ideas does he transmit to them from his conduct? What do we teach the future citizens of our country? How can we solicit an unprincipled person to be in charge of managing an institution of education or teaching in a classroom?
This teacher’s story is a living example of injustice and violence that predominate in some educational spheres and reflects the negative elements of the internal society where children are supposed to be taught ethics and knowledge to help them through life.
Multiple absences, refusal of exams, and carelessness about studying are violations practiced by administrative representatives in addition to falsifying results and grades, which have become the center of many conflicts in the educational sphere.
Some corrupted people run after administrative immunity for getting privileges regardless of public interest, including the welfare of the nation and bringing up successful and strong generations, as all that matters for them is getting ahead and furthering their personal interest.
Accordingly, it is no surprise to see students’ conducts in continuous decline because all the lessons they remember are the negative images of educators, mainly when they get involved in dirty plots led by managers of this domain against their opponent, who objects to these corrupt individuals and their despicable behavior and refuses to conform to subordination and the weak planning of the institution.
This teacher’s testimony reflects the reality of the educational sector in Morocco and, consequently, reveals the poor lessons our young people are learning—a reality that continuously demonstrates hiding injustices and putting power and self-interest above what is best for our students and teachers. Our young people are learning that criminality and harassment triumph over honesty and ethics, and this must stop now.
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This article was first published on MWN Arabic and translated into English by Karima Ouarjani