Fourth International Conference on Communication & Media Studies

Abstract

This paper examines the experience of teaching film production in Morocco as a case study for creating open dialogue and fostering student engagement with social issues in an international context. It addresses the subject matter of student films as well as pedagogical approaches used in field production. It assesses whether these experiences have encouraged critical reflection on social topics among Moroccan students attending an American-model, liberal arts university, and how they have applied the tools and techniques of cinematic storytelling toward such inquiries. Using a survey of student film projects (both fiction and documentary) over four years, I look at students’ treatment of topics such as ethnic/cultural identity, women’s empowerment, environmental justice, and gender-based violence. I reflect upon the politics of inclusion and representation in a multicultural context (Morocco being a nation of Arab, Berber/Amazigh, African and European influences). I examine the role social class and language play in the translation of ideas, conducting field interviews, and developing trust with filmed subjects. A specific focus is placed on women behind the lens, and how young Moroccan female filmmakers have faced challenges of acceptance, embraced new skills, and found opportunities within a normally male-dominated technical field. Ultimately, this paper intends to share experiences, skills, methodologies, and competencies acquired in the Moroccan context as a potential model for global media education. It asks whether film production/education might be an effective means for developing young people’s sense of ethics and social engagement across national and international boundaries.