Mercy High School San Francisco

College preparatory high school for women, sponsored by the Sisters of Mercy since 1952

Academics
Departments

World Languages

Madame's Moroccan Adventure

Mercy's very own Madame McLaughlin was selected for the J. William Fulbright Teacher Exchange Program by the United States Department of State. The Fulbright Program promotes mutual understanding between the people of the United States and the people of other countries through educational exchange. Madame McLaughlin is among a distinguished group of American educators who have been chosen over the last 50 years to represent their country abroad.

This exchange program works in two phases. For six weeks, starting in early October, Madame will be in Morocco with her Moroccan counter part Ms. Khadija Rahmani. She will be team-teaching with Ms. Rahmani and acting as a resource person in the Moroccan school. For the second phase, Ms. Rhamani will be traveling to Mercy, sometime in early March, and spending six weeks team-teaching with Madame and acting as a resource person on Moroccan culture for the faculty and students.

While Madame is away, she will be posting updates here so we can share in her wonderful experience abroad. Please check back over the next few weeks and follow along with Madame on her Moroccan adventure!

 

Week 1 | Week 2 | Weeks 3 & 4 | Weeks 5 | Week 6

Click a link above to go directly to Madame's blog for each week of her journey

 


Week 1
(Posted 10/9)
   

I have been away about a week but it seems much longer. I spent a couple days in Washington, D.C. where I was able to freshen up on my American identity before leaving for Morocco. There I also met the other seven American teachers who come from all over the U.S. After a one-day orientation we traveled to Rabat, the capital of Morocco, where we continued orientation, but with out Moroccan counterparts.

Rabat is a rather calm city compared to Casablanca, maybe like Washington, D.C. is to New York, or Sacramento to San Francisco. We are well into Ramadan (only about a week left to go) and most of the American teachers have decided to fast along with their Moroccan counterparts. It hasn't been easy to sit through lectures on Moroccan politics, Islam, women's issues, etc. with a growling stomach. However, since the entire country is fasting it's beginning to feel quite normal. We break out fast at sundown with a couple dates, herirra (a Moroccan bean soup), shibeqia (a sweet Moroccan cookie shaped like a pretzel and dipped in honey), along with all sorts of other tasty delights. Afterwards we walk in the streets which are packed with other Moroccans -- it is a very festive and animated atmosphere. Then we return home for a late supper at midnight and get to bed about 1 a.m.

After two days in Rabat I took an 11-hour train ride across Morocco to Oujda. It's a good-size city and I'm staying in a beautiful home on a quiet street. Although only built a few years ago, it is in the traditional Moroccan style with an open area in the center and access to the roof where I will be doing laundry this afternoon. Sometimes we eat at the type of kitchen table we Americans are used to, other times at a low, round table Moroccan style.

Khadija Rahmani is the Moroccan teacher I am working with and living with here. She is a very dedicated teacher and we have already started planning classroom activities. I know the Mercy students are going to enjoy getting to know her. I've seen our school -- le Lycee Princess Laila Asmae, named after the sister of one of the kings.

Today, Sunday, Khadija and I went vegetable shopping in a town called Ahfir where there is a big open market on Sundays. We could see the mountains of Algeria in the distance, being only a mile or so from the border. On the way back I bought pottery from a road-side stand.

Tomorrow I start work and am sure I will have lots to share once I have been with the Moroccans students.

     
Week 2
(Posted 10/15)
 

A lot has happened in just one week and it's hard to know where to begin and what to write. I could probably write an entire book, but I will try to give you little snippets instead.

Ramadan: My typical day during Ramadan (for me, only 10 days, for Moroccans, 30 days) was as follows:

  • Up at 7:00, no water, no breakfast, no coffee!!!
  • 8-12; teach students who are also fasting (and yes, it does affect their ability to focus or to even show up for class)
  • Come home and (for me) take a two-hour nap
  • About 5:45 we hear the call to prayer, say "B'smila" ("In the name of God") and eat a date, and then herirra (Moroccan bean soup), and other choices including shebeqiya (sweet Moroccan cookie dipped in honey), hard-boiled eggs, pastries, maybe a meat tagine (stew), and these really good fruit shakes, made with milk and avocado or bananas or coconut. The trick is to eat slowly, not eat too much or too fast, and not eat everything on the table!!
  • We then go to the TV room and watch the serials that are produced just for Ramadan. This is where I've worked a lot on my Moroccan Arabic listening skills.
  • Not long after breaking our fast, maybe an hour, we have coffee and more munchies (mostly pastry-type things). Khadija then goes to the mosque with her mother for about two hours.
  • At about 9 p.m. (the time I am usually in bed with a book in the U.S.) we either have Moroccan mint tea and more stuff to eat or we go out to a cafe for our tea and come home around 11. If we have our tea at home, afterwards Khadija and I go upstairs to work on lesson plans.
  • At about midnight we are served "dinner." It is prepared "early" for Khadija and I since we get up early in the morning to go to school.
  • I then go to bed about 1 or 1:30 and I don't sleep that well, which explains my need for a nap in the afternoon. The family gets up at 3 a.m. to pray and to have a small meal (Khadija skips this meal) before going back to sleep.

Languages: The Moroccan Arabic I learned in Peace Corps is coming back very quickly. I think you never forget a language you studied or learned, you simply need to be in an environment of having to use it to reactivate all that vocabulary! It makes all the difference in the world in my ability to interact directly with everyone rather than constantly needing to use Khadija as a translator (Khadija will be Ms. Rahamani to our students, but it is more natural for me to write about her here as Khadija.) Moroccans are gifted for learning languages due to their exposure to many languages from an early age: At home they speak either dirija (the Moroccan Arabic dialect) or Berber, their education is in Modern Standard Arabic, from about first grade on they learn French, and then in junior high they start either English, Spanish or German (the majority choosing English). I am often with Moroccans speaking two or three languages at the same time, mixing the languages depending on what they are talking about.

Progress in Morocco: Morocco has changed a lot from when I lived here 10 years ago, and even from when I visited three years ago. In the house where I am staying there is a washing machine which I had never seen before in a home here, and Khadija says many Moroccans now have them. When I was here before, even well-off families did not have a washing machine but had a maid (very cheap here) who washed all clothes by hand. There are also a lot of building projects going on in Rabat and across Morocco. A professor at one of our orientation lectures indirectly criticized the king in saying that many people (probably including himself) see the king on TV everyday announcing a new project, and that the sum of all these projects would cost an impossible amount. One of the Moroccan teachers remarked that this was fairly new, being able to make this type of comment indirectly criticizing the king. However, they are still a long way from freedom of speech.

Wearing the veil: Another remarkable change from when I was here before is the great increase in the number of young women who are wearing the veil. A lot of Americans and Europeans assume that this is either a sign of oppression by males or religious fanaticism, but I've met too many women who do not fit into either of those categories to accept that answer for all cases. So I asked Khadija who in her 40's and unmarried decided on her own to wear the veil. From her perspective, and an explanation for her own personal reason for wearing the veil, there is more religious devotion, but not necessarily of the extremist kind. The king/government has promoted a lot of programs in the mosques to teach about the true Islam of peace and many of these programs are attracting more women (and men) to the mosque with the resultant increased focus on religious devotion and for many, the decision to wear the veil as a symbol of this religious devotion. The government's motivation beyond any religious intentions (remember, no separation of church and state here) is to educate people and steer them away from the path of religious extremism. To gain another perspective, I'm looking forward to discussing this with my friend Asmaa who does not wear the veil and who told me three years ago that she was feeling more and more incomfortabe -- and judged by people -- for her decision not to do so.

Moroccan School and Students: Meeting my Moroccan students here made me miss my students at home and I was glad to be back in the classroom. The students seemed eager to meet an American and we are forming some very warm bonds. School during Ramadan is very slow and many students do not come to classes. I am surprised at how lenient the administration at school is about these absences -- they don't even ask for excuses during Ramadan.

The classroom is very basic: chalk and a very old and dirty chalk board, nothing else, not even electrical outlets (not at all atypical). Not all students have books (they buy them) and have to share in class. There is nothing on the walls, partly because no teachers have their own classrooms. In fact, we are in a different room for each of our five classes. The curriculum is quite rigid and standard throughout the country. We need to follow the book rather closely, and Khadija uses me to read the dialogues and listening comprehension passages (for which we use audio CDs in our school -- there is an audio program to go with the Moroccan book, but I'm not sure my school has it -- and then there is the lack of electrical outlets.) I teach certain sections from the book each day, and then try to squeeze in other activities when I can. For example, at the beginning of each class I teach them an American proverb, then they teach me an Arabic one. Also, Wednesdays from (5-6) I will do games and activities with students in a room equipped with an outlet: This is when I will use the great video my French students put together about teenage life in America.

All the women teachers I've met so far (about 15) cover their heads. Aside from reasons I already mentioned for wearing the veil, Oujda is more conservative than other areas I am used to, such as Casablanca and Rabat. On the last day of Ramadan no students came, although it was a school day. I sat in the faculty lounge with the teachers (the women sit at one end, the men at another) for two hours, and then before we left, Hiyett, the woman who teachers Islamic studies, read/chanted beautifully from the Qur'an. I just closed my eyes and listened. The rise and fall of her voice was melodic and full of emotion and I found it soothing. (The men were not there and the door was shut so they could not come in.)

Well, it's time for my afternoon mint tea, then I'm off to the medina (the old Arab city as opposed to the more modern city built by the French) to buy a djellaba (long gown worn by women). Next Friday, I am going to put on my djellaba, cover my head and go to the mosque with Khadija during prayer. Generally, non-Muslims are not allowed into the mosques in Morocco, so I feel privileged to have this experience.

     
Weeks 3 & 4
(Posted 10/28)
 

The Aid: Well Ramadan is over, so things are more on a normal routine. Ramadan ended on the holiday called the Aid Sghir ("the little holiday"), to distinguish it from the Aid Kbir ("the big holiday," celebrated 2-1/2 months from now). The Aid Sghir is a day full of people, and it reminds me a little of Easter after the Lenten fast. The night before, we knew the Aid had arrived when on TV we saw a man blowing on a horn in Rabat, which meant that the moon was a particular crescent moon, indicating the end of the month of Ramadan. So that night at about 11 p.m. we had tea, kefta (spicy ground meat), salads and bread -- a light supper. No more huge meals at midnight!

The morning of the Aid we got to have breakfast AND COFFEE!!! -- my first day of not fasting in Morocco. All the cookies Khadija and Fatiha had made during the previous week were beautifully displayed in the big salon, along with the teapot and glasses ready for mint tea. People knocked on the door to wish the family a happy Aid, and Khadija's brother's family came to celebrate the Aid with us. We had a big meal at 1 p.m., and then tea and cookies in the afternoon. We spent the rest of the day visiting other family members where we had more tea and cookies. Many people were in the street in their best clothes visiting friends and family.

The last word on fasting during Ramadan: What I forgot to write about earlier was the strong feeling of community I had during Ramadan. For me, fasting was not that hard because everyone was fasting. The fact that all Moroccans were fasting provided moral support in my efforts to fast. It has been a good lesson in the strength and need of community.

Sad news: As some of my students know, I have a family in Morocco, a family that essentially adopted me during my Peace Corps years in '97-'98. They were very good to me and made me very welcome in their country. I spent all the holidays with them and we became very close -- and have maintained that closeness through letters and phone calls. One of the personal highlights of this trip was that I would see them on my last day before going back to the U.S. I called them when I got to Oujda and talked to everyone in the family, including the father. The next morning I had a message that he had died during the night. Recognizing that these people are like family to me, the director of the Moroccan association working with Fulbright gave me three days' bereavement leave. So, I took the 10-hour train from Oujda at night, arriving in Mohammedia in the morning. I spent two days with this family sharing in the sorrow of their loss. The father was young (close to my age) and they don't really know what he died of. It is common for poor families in the country to just bury their dead without an autopsy or any insight on why the person died. Mjdob died in the morning and someone from the mosque came to the house to clean the body. He was buried the same day before sunset. His wife Fatna will stay in the house for four months and wear only white. For much of the day chants of the Qur'an played on the cassette player. Although it was all extremely sad, I was glad to be able to spend this time with my Moroccan family.

Life in the douar: My Moroccan family lives in a hamlet in the countryside, called a "douar," and has very few material possessions. The extended family lives in one small house, and when I was there, 18 of us were sleeping under the same roof. One thing impressive about the douar is seeing the extended family share the raising of the children. Children spend as much time with their aunts and uncles as they do with their own parents, and they are surrounded by an enormous amount of love.

Highlights of the last two weeks: drinking water and eating dates brought back from Mecca by my friend Mustafa's sister who had made the pilgrimmage, teaching the hokey-pokey to children in a primary school, long walks through the medina, teaching my Moroccan students how to say "Sup?" and "My bad," teaching a class at the agriculture school I taught at in Peace Corps, seeing all the children at my old PC site who are now grown up, walking into a classroom in a primary school and seeing some children standing with the American and California flags they had made, as well as signs that said "Welcome to Morocco," while other students poured me milk and put out Moroccan cookies and dates they had brought from home -- I cried.

     
Week 5
(Posted 11/5)
 

It's Cold!: I had forgotten how suddenly it becomes cold in Morocco, and it happened early. Usually the weather turns around mid-November, and I figured I'd be on my way home by then and so did not bring warm clothes -- mistake!! I went to the souq to buy a few pairs of long underwear which helps. We've also had a lot of rain, which Morocco badly needs. Today it became a little warmer, but I expect colder days until I return home.

Hammam (Public Bath): A wonderful solution to the cold was to go to the public bath house. There we stayed for a couple hours; scrubbing ourselves until our skin was as soft as a baby's. Women use these bath mitts the consistency of sandpaper and this special soap called "sabon bildi" (country soap) which is full of olive oil and other interesting things. The whole ritual is quite grueling, but you are extremely relaxed afterwards -- I slept about 12 hours that night!

Work Stuff: I have less than two weeks left at school and so these last couple weeks are busier as I try to get in a variety of activities. I continue to attend all of Khadija's classes where I usuallly teach part of the lesson -- tomorrow I will teach the entire class for one group. We have had students come after school for more fun activities a few times; on other afternoons I have visited other schools, both high school and primary. Today I visited another high school where we exchanged information about our cultural practices based on an activity in their book, for example, Do men wear earrings in your country?" The students found this extremely strange and were surprised to find out it is quite normal where I live. Tomorrow I will go to the Dar Chebab (youth center) to teach some young children songs, and next week I will do a presentation/discussion on "Stereotypes and Moroccan-American Communication;" to some university students.

Community Service at Work in Morocco: The most interesting activity has been my visit to the Center for the Education and Integration of Girls in Oujda, run by the parents of one of my students. Originally, this couple did voluntary work in the rural areas surrounding Oujda to help young underprivileged girls. Their work became known, and the governor of the region gave them a center in Oujda to continue their work. They teach literacy, as well as work skills such as embroidery, sewing, weaving, hair styling, etc. to young girls who have dropped out of school and have no means of earning a living. They also do a lot to help the poor in the community. The woman who directs this association, in addition to being responsible for all of the above, teaches 36 hours a week in a primary school, is working on her doctorate, is raising four children, cooks and cleans house. She has an extremely supportive husband and they are great role models for young Moroccans. I am hoping that our school will be able to do something to support them -- I told them we were an all-girls school and so programs supporting girls and women are very dear to us.

     
Week 6
(Posted 11/12)
 

Hello, Mercy High School. Well my time is winding up here, in fact, this may be my last E-mail. Next week I will be in Casablanca, Mohammedia and Rabat, moving around, and I'm uncertain as to my Internet access during this time.

Sitting in Cafés: One thing I have had a hard time adjusting to here is not having free access to cafés. Although there is no sign that says "No women allowed," the café scene is definitely a men's domain. In fact, in Mohammedia there was a café named "Men's Café"! With Khadija we usually go outside the city, toward the Algerian border, where they have these huge, very nice café/restaurant combos. However, the other day Khadija told me about a café about a half-hour walk from our house which I went to alone. I was the only woman in the joint, but a young women walked in about a half-hour later with her boyfriend. Oujda is, however, more conservative than Mohammedia, Rabat and Casablanca where I always had a little more freedom as far as hanging out in restaurants and cafés.

Youth Center: I've gone to one of the youth centers here a couple times. The first time I taught the song "Head, Shoulders, Knees & Toes" to some young children taking a music class. I was then asked to come back (I'm sure they were so impresed by my rendition of this song!!) to help a musical group of young adults with their English communication. They go to a music festival in Liverpool every year and wanted to be able to converse better. This evening ended up being one of the highlights of my trip. After practicing English conversation for about 20 minutes, they invited me to stay while they rehearsed. It was really extraordinary. The music they play is very traditional and specific to Oujda in Morocco. It is called Ghanati music and it dates back to the 800's in the city of Granada, during the period of time Arabs lived in the region of southern Spain. The music derives from Andalucian music and moved from Granada to Algeria (when the Arabs retreated to North Africa) and then to the city of Oujda in Morocco. The instruments they play are mandolins, ouds, a guitar, a banjo, violins (played upright on their knee) and percussion. They were extremely talented and have given televised concerts. They were kind enough to give me a DVD of a TV appearance as a souvenir.

Algerian Influence: In many ways Oujda is more like Algeria than the rest of Morocco. When the border was closed it split up many extended families. In fact, a lot of them do walk back and forth across the border while the authorities look the other way. There is also a lot of smuggling in of goods from Algeria, in fact, the only gas we put in Khadija's car is smuggled gas sold in jugs on the side of the road (I have pictures!) This has put many gas stations out of service. You see the Algerian influence in music (the Ghanati music I already wrote about), dance, traditional wear and in food. The Algerian influence often represents, in fact, a Turkish influence. This can be seen in some of the desserts they serve which are similar to Turkish sweets. Although Morocco was never part of the Ottoman Empire, Algeria was, thus the traces of Turkish culture here in Oujda.

Lost Passport: I'd like to address this particularly to those students who traveled or will with me to France and Spain. I did not wear a money belt and lost (or had stolen) my credit card, debit card, 1,000 dirhams (about 100 dollars) and, most important, my passport. Lesson learned!!! I've taken care of the credit cards and will need to have a new passport issued in Casablanca.

Bells: I just wanted to share with you that the schools in Morocco take the whole bells/no bells issue to a new level. They have a very, very loud siren (think of those heard in WWII movies of the Blitz!). I honestly think damage has been done to my heart which jumps into my throat every time it's time to change class!

Heading home: Well, I'm already starting to repack my things. I can't believe my time is almost up. It's been a lovely adventure, but I am ready to come home, particularly for the holidays. I will leave Casablanca a week from Sunday morning, and will be at Mercy Monday morning. I am really looking forward to seeing everyone, but expect me to look stunned and in utter culture shock!

See you all soon.

Links with the    symbol require Adobe Acrobat Reader. Click here to download Acrobat for free.