The agentive role of local actors is predominantly neglected in most African nations. Morocco has recently introduced a participatory model for decision-making in educational policy. The paper seeks to examine the model from historical-structural hindsight. This is a systematic review of literature about agency in language policy and planning. The review shows the dominance of central discourse even within the modern framework of participatory decision-making. The study purports to provide a critical review of educational policy for policy-makers, educational policy experts, and other stakeholders.
The International Education Studies Association
Supporting research in Education Studies
The International Education Studies Association
Supporting research in Education Studies