Critical Discourse Analysis of the World Bank’s Report on Teacher Status in Morocco

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Mohamed BENHIMA
Bendaoud NADIF
Abdelouahed BOUIH
Driss BENATTABOU
Youssef BENABDERRAZIK

Abstract

This study aims to investigate some linguistic features of the SABEER report on Moroccan Teachers by the World Bank (2017) as educational development discourse. The approach adopted is that of Critical Discourse Analysis and the Hallidayan Functional framework.  More specifically, the report was analysed in terms of labelling, nominalization, passivation, and modality. The results show that the report uses special vocabulary to portray that teachers' situation is in crisis and needs reform. Hence, it is recommended that reports on development discourse should not be taken for granted. It is used to justify the needs for loans granted by some international organizations.

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How to Cite
BENHIMA, M. ., NADIF, B., BOUIH, A., BENATTABOU, D. ., & BENABDERRAZIK, Y. . (2021). Critical Discourse Analysis of the World Bank’s Report on Teacher Status in Morocco. The Journal of Quality in Education, 11(18), 79–102. https://doi.org/10.37870/joqie.v11i18.268
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Papers

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