A rich investigation into Morocco’s urban politics

Over the past thirty years, Morocco’s cities have transformed dramatically. To take just one example, Casablanca’s medina is now obscured behind skyscrapers that are funded by global capital and encouraged by Morocco’s monarchy, which hopes to transform this city into a regional leader of finance and commerce. Such changes have occurred throughout Morocco. Megaprojects are redesigning the cityscapes of Rabat, Tangiers, and Casablanca, turning the nation’s urban centers into laboratories of capital accumulation, political dominance, and social control.

In Globalized Authoritarianism, Koenraad Bogaert links more abstract questions of government, globalization, and neoliberalism with concrete changes in the city. Bogaert goes deep beneath the surface of Morocco’s urban prosperity to reveal how neoliberal government and the increased connectivity engendered by global capitalism transformed Morocco’s leading urban spaces, opening up new sites for capital accumulation, creating enormous class divisions, and enabling new innovations in state authoritarianism. Analyzing these transformations, he argues that economic globalization does not necessarily lead to increased democratization but to authoritarianism with a different face, to a form of authoritarian government that becomes more and more a globalized affair.

Showing how Morocco’s experiences have helped produce new forms of globalization, Bogaert offers a bridge between in-depth issues of Middle Eastern studies and broader questions of power, class, and capital as they continue to evolve in the twenty-first century.

A long-time writing program administrator and well-respected iconoclast, Irvin Peckham is strongly identified with progressive ideologies in education. However, in Going North Thinking West, Peckham mounts a serious critique of what is called critical pedagogy—primarily a project of the academic left—in spite of his own sympathies there.

            College composition is fundamentally a middle-class enterprise, and is conducted by middle-class professionals, while student demographics show increasing presence of the working class. In spite of best intentions to ameliorate inequitable social class relationships, says Peckham, critical pedagogies can actually contribute to reproducing those relationships in traditional forms—not only perpetuating social inequities, but pushing working class students toward self-alienation, as well.

            Peckham argues for more clarity on the history of critical thinking, social class structures and teacher identity (especially as these are theorized by Pierre Bourdieu), while he undertakes a critical inquiry of the teaching practices with which even he identifies.

            Going North Thinking West focuses especially on writing teachers who claim a necessary linkage between critical thinking and writing skills; these would include both teachers who promote the fairly a-political position that argumentation is the obvious and necessary form of academic discourse, and more controversial teachers who advocate turning a classroom into a productive site of social transformation.

            Ultimately, Peckham argues for a rereading of Freire (an icon of transformational pedagogy), and for a collaborative investigation of students’ worlds as the first step in a successful writing pedagogy. It is an argument for a pedagogy based on service to students rather than on transforming them.