A group in Algeria, referred to as the 'عصابة الفرنكوفويل' (Francophiliac gang), faces accusations of maintaining French language dominance within the country. This group is alleged to have thwarted significant efforts aimed at reorganizing Algeria's linguistic and cultural landscape, particularly within its educational institutions. Critics assert that this phenomenon extends beyond a mere defense of a language. Instead, it is characterized as a complex network of interests and discourses, constantly shifting its outward appearance while its core objective remains unchanged.
The Shadow Network's Tactics
The group accused of linguistic manipulation in Algeria is characterized as lacking an explicit organizational structure or formal membership, according to reports. They are said to strategically align with or distance themselves from authority based on whether it serves their interests. This network reportedly criticizes individuals not primarily for their policies, but to facilitate their replacement with figures more aligned with the group's orientation.
The group reportedly becomes agitated when the historical privileges or current position of the French language are perceived to be under threat. They are also described as capable of adopting contradictory positions on a single issue, adapting their stance based on the individuals involved, prevailing circumstances, and the balance of power. Qassem Madani and his associates are currently awaiting the Council of Ministers' decision regarding the Ministry of Education's proposed modifications. Madani, critical of current educational approaches, stated, "Education is about guiding the child, adolescent, or adult towards their own way of thinking, not towards repeating meaningless, contradictory, and sterile phrases like 'Allah said, the Prophet said!'" He further elaborated, "Education is learning to love one's family and others, and not dedicating all emotional capacity to that evil, vengeful, and destructive creator presented in the book of 'Ashraf al-Mursaleen,' from Surat al-Fatiha to Surat al-Khatm!"
Madani continued, "Education is learning the awareness that our world, my world and yours, has only one origin: woman; the only being worthy of veneration, from mother to wife, and from wife to daughter!" He also asserted, "Education is learning to smile and laugh, not immersing oneself in the perpetual sorrow of Sufi submission!" Madani emphasized the importance of modern thought, stating, "Education is making intelligence ride the rhythm of 21st-century races, not sacrificing it on the altar of myths and other barbarities dating back to the 7th century!" He further criticized the current system: "Education is learning to build an internal view of life, not merely reproducing the Jahiliyyah model as taught in our schools by teachers whose IQ does not exceed that of our parliamentarians."
He questioned the Algerian school's adherence to these principles, remarking, "Did the Algerian school follow these simple and universal guiding threads? Of course not! Instead, impressionable minds were shaped to obey orders, the least that can be said about them is that they are violent, such as: 'Fight those who do not believe in Allah or in the Last Day and do not prohibit what Allah and His Messenger have prohibited and do not abide by the religion of truth among those who were given the Scripture—until they give the jizyah willingly while they are humbled.' No comment, right?" Madani also strongly opposed the shift away from French, stating, "Which language is capable of forming and shaping the citizen of tomorrow in accordance with these and many other axioms? Is it the language of Al-Jahiz and Al-Mutanabbi and others? No, a thousand times no! Or our multiple dialects that differ from one region to another? No again! Only one language remains, the true spoils of war, the one that awakened consciousness to say 'no' to the colonizer: the language of Voltaire and Molière!" He concluded, "The replacement of French with English is a bad-taste farce." Madani affirmed, "We are fully prepared to participate in any serious project to reform our educational system, if that represents the desire of our officials."
A Prominent Voice for the Cause
A recent article criticized the use of "Francophonie drums" on TV5Monde, specifically mentioning an interview with an Algerian writer residing in Europe, who was presented as the head of a "think tank on Algeria's affairs." The writer, during the interview, advocated for the preservation of the French language in Algeria, asserting that any alteration to its status would negatively impact Algeria's relationship with its diaspora and with Africa. The news anchor on TV5Monde subsequently corrected the guest, clarifying that the reference should be to "Francophone Africa" rather than "Africa" broadly.
The article identifies a writer using the pseudonym Qassem Madani (قاسم مدني) as a prominent voice for the "Francophiliac gang" in the press. Qassem Madani, who taught physics at a French university before his retirement, has maintained a public profile as a writer and media figure for 15 years. He has reportedly intensified his publishing of articles critical of the Ministry of Education and its proposed linguistic modifications. In one article titled "Horrors of a Government in a Deadlock," Qassem Madani accompanied his text with a picture of the Minister of Education, under which he wrote, "A conservative minister mortgages the future of millions of students."
Qassem Madani has expressed strong opinions on educational philosophy, stating, "Education is about guiding the child, adolescent, or adult towards their own way of thinking, not towards repeating meaningless, contradictory, and sterile phrases like 'Allah said, the Prophet said!'" He further argued, "Education is learning to love one's family and others, and not dedicating all emotional capacity to that evil, vengeful, and destructive creator presented in the book of 'Ashraf al-Mursaleen,' from Surat al-Fatiha to Surat al-Khatm!" Madani emphasized the role of women, asserting, "Education is learning the awareness that our world, my world and yours, has only one origin: woman; the only being worthy of veneration, from mother to wife, and from wife to daughter!" He also advocated for a positive outlook, stating, "Education is learning to smile and laugh, not immersing oneself in the perpetual sorrow of Sufi submission!"
Madani stressed the importance of modern intellectual development, claiming, "Education is making intelligence ride the rhythm of 21st-century races, not sacrificing it on the altar of myths and other barbarities dating back to the 7th century!" He also criticized the current educational approach, stating, "Education is learning to build an internal view of life, not merely reproducing the Jahiliyyah model as taught in our schools by teachers whose IQ does not exceed that of our parliamentarians." He questioned the Algerian school's adherence to these principles, remarking, "Did the Algerian school follow these simple and universal guiding threads? Of course not! Instead, impressionable minds were shaped to obey orders, the least that can be said about them is that they are violent, such as: 'Fight those who do not believe in Allah or in the Last Day and do not prohibit what Allah and His Messenger have prohibited and do not abide by the religion of truth among those who were given the Scripture—until they give the jizyah willingly while they are humbled.' No comment, right?"
Qassem Madani views the replacement of French with English as a "tasteless farce," arguing, "Which language is capable of forming and shaping the citizen of tomorrow in accordance with these and many other axioms? Is it the language of Al-Jahiz and Al-Mutanabbi and others? No, a thousand times no! Or our multiple dialects that differ from one region to another? No again! Only one language remains, the true spoils of war, the one that awakened consciousness to say 'no' to the colonizer: the language of Voltaire and Molière!" The article concludes that the proposals offered by Qassem Madani and his associates do not constitute a coherent educational project but rather a combination of ideological slogans, prejudices, and linguistic provocations.
Radical Educational Proposals
Qassem Madani published an article outlining approximately 15 core principles for a full reform of Algeria's educational system. Among these points, Madani defined education as "leading the child, adolescent, or adult towards their own way of thinking, not towards repeating 'God said, the Prophet said' which he calls meaningless, contradictory, and sterile." He further stated, "Education is learning to love one's family and others, and not dedicating all emotional capacity to that evil, vengeful, and destructive creator presented in the book 'Ashraf al-Mursalin'." Madani also asserted, "Education is learning the awareness that our world, my world and yours, has only one origin: woman; the only being worthy of veneration, from mother to wife, and from wife to daughter."
Another point from Madani noted, "Education is learning to smile and laugh, not immersing oneself in the perpetual sorrow of Sufi submission." He also proposed that "Education is making intelligence ride the rhythm of 21st-century races, not sacrificing it on the altar of myths and other barbarities dating back to the 7th century." Madani continued, "Education is learning to build an internal view of life, not merely reproducing the Jahiliyyah model as taught in our schools by teachers whose IQ does not exceed that of our parliamentarians." He questioned whether the Algerian school had followed these "simple and universal guiding threads," concluding, "Of course not!" Madani then quoted a verse from the Quran: "Fight those who do not believe in Allah or in the Last Day and do not forbid what Allah and His Messenger have forbidden and do not adopt the religion of truth from among those who were given the Book, until they give the jizyah willingly while they are humbled." He advocated for eliminating the "excessive fullness" in Islamic Education, describing it as a "deadly weapon destroying children's grey matter."
Madani argues that only French, "the language of Voltaire and Molière," can adequately form the citizen of tomorrow, dismissing Arabic languages such as those of Al-Jahiz and Al-Mutanabbi, as well as Algerian dialects. The article, however, contends that school reform does not necessitate a "slogan battle" between "the language of Al-Mutanabbi" and "the language of Voltaire," nor does it require demonizing religion or glorifying French.