Amazigh curriculum epistemologies and pedagogies have traditionally been conceptualized under the umbrella of academic fields focused on Middle East and North Africa studies, not allowing for an Indigenous Amazigh epistemology to occur. In terms of the curriculum, indigenizing means that we include Indigenous knowledge to deepen understanding of Tamazgha (Amazigh lands), and we transform teaching pedagogies and practices to account for indigenous place, community, and experience. This talk discusses the need for a Tamazgha-focused curriculum to foster respect and understanding of Indigenous Amazigh communities and to strengthen relationships with them in Tamazha, and beyond. The talk will also allow for a reflection on Indigenous praxis in higher education.

Mounia Mnouer is an Amazigh Indigenous educator and scholar from Morocco. Both her parents and their families identify as Amazigh people of North Africa. She holds a Ph.D. in curriculum and instruction from Northern Arizona University where she taught Arabic for eight years, built and directed the Arabic language minor and three summer study abroad programs to Morocco for undergraduate students. In addition to curriculum and instruction, Mnouer’s educational background also includes linguistics and ethnic studies. Her previous research explored the embodied narratives and intercultural journeys of study abroad students. Her current research includes critical narratives that pertain to Amazigh identities in Morocco and in the diaspora, engaging in social equity in international education, as well as employing decolonial frameworks to incorporate Indigenous voices in Arabic language content and pedagogy. Beyond Princeton, Mnouer also maintains an active role with the Moroccan Organization of Human Rights and The Voice of the Amazigh Woman Association on service education and Amazigh women’s issues.