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The study of the Western consumption of the female captive remains central to the circulation of cultural and social constructions in the mainstream visual and literary texts. Due to the massive upsurge of such constructs, the hermeneutic study of the existing images about captivity in the East has stipulated new perspectives into the production of these substantial messages that determine genuine challenges to the preexisting canonical view of cultural representations. As many scholars have advanced critics about the female images in many narratives, Western cinema has shown significant portraits of the female which draws an orientalist design of a discursive discourse, introducing extreme exoticness of both pleasures and destruction. With the promise to deconstruct the captive portraits of the female identity, this paper discusses the circulation of such images, explaining why they exist, offering some solutions, as well as offering an analysis of their possible impact on the public. Given the damaging misperceptions that exist as a result of their circulation and consumption, this paper fills a much-needed research gap by asking the following research questions. How does the circulation of these images reproduce issues of femininity and captivity? How do visuals reinvent the literary tradition to depict the female captive in the orientalist discourse? By answering these questions, the paper attempts to examine the issue of representation by adopting a cultural studies approach, relying specifically on qualitative content analysis to reveal alternative possibilities of some of the Western perceptions. The rationale behind this approach lies in the fact that cultural studies bash to study all aspects of cultures without canonizing some artifacts at the expense of others.

Recent debates about the bachelor in Morocco show that teaching learners to maintain positive attitudes and take over responsibilities for social and political processes is an essential educational asset of soft skills, mainly for schools that adopt project-based instructions. To engage students in this newest reform, significant preconditions of democratic school culture are set as effective outcomes to generate ethical behaviors. Today, social and political issues tend to provide meaningful opportunities to engage students in proper activities, specifically by using project-based learning. This paper aims at examining important venues that Moroccan school leaders, along with the bachelor outcomes, wish to implement to foster democratic participation within and outside school life by adopting project-based learning. It questions the challenges and perspectives of this implementation along with the progress of Moroccan educational institutions. Hence, the paper adheres to a meta-analysis technique, whereby a unique examination of the various already conducted studies came out with conclusions: perspectives and challenges. The typical meta-analysis method disengages readings of various scholarly academic sources related to school effectiveness concerning the implementation of project-based instruction, specifically after a long journey of debates about the bachelor. Because of its descriptive nature, this method allows the researcher to explore the wide-range of pitfalls that provide potential opportunities for alternative conclusions which are adopted in restructured and well-run approaches. The significant results and conclusions drawn from this paper are profoundly and qualitatively discussed and analyzed.

Recent research shows that teaching learners to maintain positive attitudes and engage in social and political practices is an important educational asset, mainly for schools that adopt project-based learning. To set an efficient background for schools to support students’ understanding of both political and social participation, important preconditions of democratic school culture form effective outcomes to generate ethical behaviors. Today, social and political measures of project-based learning in schools provide important opportunities to engage learners in life-long activities. Thus, the central aim of these measures is to promote the efficiency of decision-making within schools, which shape all classic criteria for both functioning political and social integrity. This paper aims at examining important venues that school leaders wish to implement to foster new ethical participation within and outside school life by adopting project-based learning. It attempts to unravel the timely challenges of such implementation and the different perspectives for the progress of many educational institutions. Hence, the paper adheres to a meta-analysis technique, whereby a special examination of the various already conducted studies came out with conclusions: perspectives and challenges. Owing to its generative, and diagnostic nature, this method allows the researcher to explore some pitfalls which provide potential opportunities for alternative conclusions to be adopted in well-run approaches. The major results and conclusions drawn from this paper are to be deeply and qualitatively discussed and analyzed.

During the last few decades, effective leadership research has been an area of growing interest, debate, and examination in many scholarly studies. Scholars such as Peter G. Northouse (1997), Catherine Barrett and Robert Breyer (2014), Bradley S. Smith (2016) have provided a host of reviews and studies in the realm of effective leadership with the purpose to demarcate the potential leadership styles, approaches, and insights into what constitutes effective leadership qualities in educational institutions. This paper aims at examining effective leadership in the educational context in Morocco. Specifically, it attempts to unravel the timely challenges facing the development and progress of leadership in Moroccan educational institutions. By the same token, it tries to discuss some perspectives which foreground potential advancements in the educational sphere. The paper adopts a meta-synthesis technique, whereby a special examination of the various already conducted studies came out with conclusions: perspectives and challenges. The typical meta-synthesis method consists of articles, books, and any scholarly academic source related to school effectiveness with respect to leadership. Owing to its descriptive, diagnostic, and generative nature, this method allows the researcher to explore the wide-range of pitfalls and weaknesses which provide potential opportunities for alternative conclusions to be adopted in restructured and well-run approaches to leadership and school effectiveness. The major results and conclusions drawn from this paper are to be deeply and qualitatively discussed and analyzed.