Cultivating unofficial cultural diplomats among Moroccan students: Bridging cultural diplomacy and critical pedagogy

Abstract

This paper explores the untapped potential of Moroccan students as agents of unofficial cultural diplomacy within the framework of critical pedagogy. Drawing on critical pedagogy’s master concepts such as “critical consciousness,” “empowerment,” “dialogue,” and “praxis,” this paper advocates for reimagining cultural diplomacy as an educational and transformative endeavor. It argues that Moroccan students, equipped with critical awareness, can foster global understanding and challenge hegemonic cultural narratives. Practical recommendations are provided to integrate critical pedagogy into educational and cultural diplomacy policies.