Empowering the Local Saharawi People: Training for Rock Art Documentation in Western Sahara (DARSSO Project)

The former Spanish Sahara is the last remaining colony in Africa. Most of the local people have been living in refugee camps in Algeria for the last 40 years and this situation has largely conditioned the archaeological research in the territory for a long time. In spite of the Saharawi Ministry of Culture in exile occasionally collaborating with European academic institutions for the study of its huge archaeological heritage, the training of local archaeologists or initiatives exclusively aimed at targeting the self-management of the Saharawi Archaeology are rarely carried out. This could be due to the difficulties in getting funds for long-term projects in this area, among other factors. However, today’s technological revolution has come to the desert including mobile telephones, televisions, computers and even an incipient Internet connection. At the same time, current digital technology has encouraged the development of new methods of documenting rock paintings, which might be appropriate and more accessible for the Saharawi technicians. This paper discusses the successful and failed aspects, as well as future perspectives, of a training course in rock art documentation intended for empowering local archaeologists who are living in very unfavourable circumstances.     

Language Policy and State in Morocco: The Status of Berber

Moroccan society has had a long tradition of multilingualism. It is socially and linguistically diverse, and its cultural makeup is one of the richest in North African countries. Its strategic location at the crossroads of Africa, Europe, and the Middle East has made Morocco open to a variety of linguistic influences. Morocco has been invaded by Phoenicians, Carthaginians, Greek, Romans, Vandals, Byzantines, Arabs, Spanish, and French. All these civilizations have deeply influenced Moroccan language policy and cultural diversity. The cultural and linguistic context of Morocco is characterized by the significant use of Arabic, as well as the presence of Berber, French, Spanish, and English. Berbers are the indigenous populations of Morocco and have existed in North Africa since time immemorial. Despite its complexity, the language policy of Morocco reveals an overarching monolingualism, with the hegemony of Classical Arabic as the only official language of the country. Recently, however, language education policy in Morocco has attempted to accommodate multilingualism. The linguistic situation of Berber has taken a new twist as it has been incorporated into the realm of Moroccan schools. The new Moroccan constitution also represents a historical turn in that it has acknowledged Berber as an official language, a move that has raised several questions with regard to the real motivation behind it. Berber implementation policy was based on an entirely top‐down bureaucratic model of language policy. Moroccan policymakers and the state seem to be aware of how other dramas are playing out in Morocco and around the world as theories of multiculturalism and effects of globalization are influencing their decisions. However, this language policy encounters many hurdles, from the improvisation to lack of qualified teachers. This article is an attempt to understand the intricate diversity and plurality of Moroccan language situation and the role of the state in Berber language policy. It also examines the invisible politics behind implementing it.     

Language Policy and Identity Conflict in Sudan

The Sudan, as it stands today, has clearly and definitely failed to form a united country. It has been involved in an internecine civil war. The war has not merely been a war of resistance against economic marginalization of the south, but one of racial or ethnic resistance to the dominant discourse in the north which lays claim to being racially and culturally superior. The violent political conflict that led to the secession of southern Sudan and the ongoing conflicts in some parts of the Sudan are legacies of the past. These legacies cannot be understood unless the tensions are placed in historical, political, and educational perspectives. This article attempts to describe Sudanese language policy and show its complexity, arbitrariness, and fluctuation. It aims to engage with issues of hegemony, language ideology, identity conflict, power asymmetries, and social inequality in language policy in the Sudan. The Arabic language has acquired dominant status while other languages have been marginalized in the process. This article also considers the historical diffusion of Arab identity and analyzes the relevance of the latter for civil conflicts and the cessation of the South. Finally, it closes with a discussion of the present day situation in Sudan and provides some critical reflections.