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CARRYING THE VOICE OF THE AMERICAN UNIVERSITY IN CAIRO COMMUNITY

UNEMPLOYMENT BLUES, HERE WE COME!

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GET READY FOR THE SUMMER WITH SU PACKS

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LABOR DAY? BUT YOU MISSED A SPOT...

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SUNDAY MAY 6, 2018 VOL 99 / ISSUE 15

Students Alarmed at ‘Harmful’ AUC Confessions Post Combating Suicide at AUC

A post on AUC Confessions encouraging suicide has provoked fierce backlash from the student body

BY DANIA AKKAWI @DANIAAKKAWI A number of students have contacted the Student Union claiming they know the author of the controversial ‘suicide’ post on the AUC Confessions Facebook page last month and want him or her held accountable. A group of students,

including Marta Ashraf, founder of the mental health initiative Lilac and English and Comparative Literature Senior, claimed to have found evidence about the identity of the page admin. Although not directly confirmed by the SU or official sources, Ashraf explained in her Facebook post that social media tracking and fast action

Nada Mostafa

helped a couple of students discover the admin’s identity, which they later revealed on Rate AUC Professors to be its admin, Ramy Gaballa. Ashraf’s post also said that SU representatives verified this evidence. But Atef told The Caravan that he would not disclose the admin’s name until there was more concrete proof and for

fears of that person’s safety. In the meantime, Gaballa has strongly denied all accusations through a post on his personal Facebook account saying that “the page named AUC Confessions isn’t mine.” Gaballa has demanded an official apology for the accusations made against him, insisting that he has no affiliation with AUC Confessions. “When a person says that Ramy Gaballa is the person who was harming others, this is unacceptable, cheap bullying … I am giving them a few days to rethink what they did, to apologize in front of the general public and to admit their mistake,” he told The Caravan. In his Facebook post, Gaballa said that he would resort to legal action if these accusations are not retracted and followed by an apology. Meanwhile, the online community campaign asking students to leave AUC Confessions is in full swing. This is in tandem with an on ground campaign that is still being planned to raise awareness and talking to students about the benefits of the Student Well-Being Office, Atef added.

BY DANIA AKKAWI @DANIAAKKAWI A post about suicide on the AUC Confessions Facebook page on April 20 has sparked a fierce backlash in the community. The post written by an anonymous administrator of the page pledged to help anyone trying to commit suicide to “die peacefully” and release “any notes you wish to publish as soon as you die”. While the original post was quickly taken down and followed by another explaining it was simply a “social experiment”, the Student Union (SU), Student Rights Coalition (SRC) and many AUCians have condemned the page and said they would boycott it. AUC Confessions has been losing many of its 5,000 members who have instead created an alternative called Confessions X. In the meantime the SU’s Associate Chair of Political Representation Omar Atef says it is necessary to focus on awareness campaigns highlighting issues of mental health and trauma. He said that the SU had reached out and consulted with Director of the Student Well-being center Dr. Ola Morsy to raise awareness of this important issue. Morsy spoke to higher administration on whether or not the University should write an

official email but told The Caravan that they decided the SU are the best channel for addressing this issue. “From the SU, it will be more student to student... They will be more influential than just a statement from higher administration,” said Morsy. Morsy also spoke to The Caravan on the issue of suicide and her concerns regarding the AUC Confessions post. “I learned that on the same day, because of what was written, lots of people left the page. The admin did a very weird thing, he had lots of requests and waiting lists, so when he found that many people left on that day, he accepted all the waiting list requests so the page won’t lose lots of its participants,” said Morsy. Many student clubs have also said they will start Suicide Awareness Collective Campaigns in collaboration with the Student Wellbeing unit, in hopes of educating the community about suicide. Morsy shared that there was previously an anti-suicide campaign called “My Story Isn’t Over” as a response to the TV series, 13 Reasons Why, at the start of the semester. Although the campaign has now ended, some of the posts were re-shared on the office’s official Facebook page as a reminder for any students going through depression.

“Above All, Lots of Omelets!” The Future is in the Eggs Brings Absurdity to the Stage BY MARIAM ISMAIL @MARIAM_ISMAIL1 The Future Is In The Eggs brings the wit of French drama to the AUC stage in a unique short-run production, funny, smart and outstanding in performance; brilliant in costume, setup and lighting. Held in the Gerhart Theater from May 2-8, the play adds elements of modernity, satire, and hilarity in a way that gives the entire production the feel of an avantgarde or experimental film. The start of The Future Is In The Eggs is shocking and captivating. On a screen in center stage, archival documentary footage of past wars, marching soldiers, and silhouettes of women are shown, while on the left, the actors of the play all dance in a mesmerizing way, perfectly in rhythm with the eerie music playing in the background. This start sheds light on the very much hidden message underlying the entire production. It points to that which the audience should keep in mind: the time of Hitler and Mussolini and the rise of fascism. Eugene Ionesco wrote the play in 1957 as part of a series of plays all pursuing the Theatre of The

Absurd. These plays were intended to ironically bring humor and lightness to an otherwise dark reality. And absurd it was, with every theatrical element adding to the humor and lunacy of the play, from the extensive costuming to the exaggerated acting to the stage lights manipulating the events in a way that created an avant-garde production of great proportions. The actors, four men and five women, all had their faces painted in white, but the two main characters, Jacques and Roberta, lovers with only half of their faces painted, perhaps to symbolize their iconic failure. Jacques’ father, a tall, assertive man who seems to be the leader of all the characters, expresses this failure multiple times, crying out at his son that he must “produce” and perpetuate this - quite literally - white race. The entire family gets involved, starting from the parents to the grandmother and the sister, to help the two young lovers find a way to begin producing eggs. Yes, eggs. These eggs allude to children, and the families can’t get enough of them. They pile more and more eggs onto a sobbing Jacques who

is expected to hatch them while Roberta is somewhere backstage popping them out. Again, the play turns dark, and Ionesco’s satire of fanaticism is brought to center stage, quite literally. Lights begin turning on and off, tense music plays in the background, and the characters turn into a series of yelling lunatics, marching back and forth. They yell out their dreams for these eggs. They are to become opportunists, nationalists, revolutionaries, anti-revolutionaries, idealists, protestants, Israelis, free thinkers. “And omelets! Above all, lots of omelets!” yells out Jacques’ grandmother, again and again. The most unsettling aspect of the entire scene is Jacques’ father as he marches back and forth center stage yelling, “Production! Production!” He seems delirious, overtaken by his dreams of producing the supreme white race and is only broken out of his trance when his son yells out his dreams. “Pessimists, anarchists, and nihilists,” screams Jacques bringing the entire stage to a halt with accusations of him losing his faith - how dare he question the white notion of purity.

The Future Is In The Eggs brings together the absurdity of French drama to provide a startling social commentary

Mariam Ismail


2 | NEWS

Sunday May 6, 2018

‘Helping’ Masr el-Qadima ICGE Launches First Vodafone Corporate Competition BY NADA MOSTAFA @NADAMNAGUIB AUC’s Help Club are holding their annual bazaar to raise funds toward their annual Ramadan charity drive. Running from April 15 to the end of the semester in Bartlett Plaza, the club sells Ramadanthemed items such as planners from ‘Mofkera,’ which designs yearly and seasonal planners, t-shirt designs from clothing brand ‘Nas,’ digital prayer beads and small wooden lanterns. All proceeds from the bazaar are donated toward Help’s initiative to prepare charity bags and iftar meals for people in the Masr el-Qadīma (Old Cairo) district. “It is one of the places where we try to change and serve and we feel a responsibility towards the place,” said Rania Mohamed, the on-campus director of Help Club and an actuarial science junior. Masr el-Qadīma is mostly known for its historic value, as it houses mosques, churches and one of the last remaining synagogues in Egypt, but the decline in tourism since 2011

has affected the livelihood of its residents. Residents of the area live next door to these historic sites and often earn their income from selling souvenirs to tourists. Help Club also accepts other forms of fundraising for their campaign aside from the bazaar, including direct contributions from professors and students who see Ramadan especially as a suitable occasion to donate, according to Mohamed. “I miss the vibe of student clubs and the activities we used to do. I like that this is still ongoing,” Heba Saad, English and marketing post-graduate student, told The Caravan. Saad added that the fact that the proceeds go towards a good cause factored into her decision to purchase. “We always have a [monetary] target and we put all our effort until the last minute to cover that target,” said Mohamed. Mohamed added that in the past, Help Club has always managed to reach its budget, but preferred not to disclose the exact amount they are trying to raise this year.

READ US ONLINE Check out more news and features by checking out our website at www.auccaravan.com or by visiting our Facebook page!

BY MAHY MOHAMED @MAHMOHAMED_ The International General Conference on Global Economy (ICGE) together with Vodafone launched the very first Vodafone Corporate Competition to introduce students to issues of customer loyalty in the business world on April 22. “Students were given the task to search for the Net Promoter Score [ a management tool used to measure customers’ loyalty to a firm] of Vodafone and suggest an initiative that Vodafone can do in order to increase their NPS” said Youssra El Balamony, ICGE’s competition director. The NPS is calculated based on responses to the question: how likely is it that you would recommend our company/product/service to a friend or family? Ahmad Kammonah and Omar El Essawy were announced as the winners of the competition on May 1, receiving a monetary prize of EGP 10,000 from Vodafone . “Getting to talk to random people on and off of campus gave me a chance to get out of my comfort zone and improve my communication skills,” said Kammounah. Kammonah also added that the obstacle is that faced him was the two-day rainstorm that occurred on 25 April because there were less amount of students on campus and limited his data pool. “Due to the weather conditions that we experienced last week, we lost precious time that we could’ve used to conduct more interviews.

Lack of access to healthcare and education is one of the primary obstacles to income equality

For this reason, our data size was not as large as it could be and we had to work with what we had.,” El Essawy added The scoring is measured on a scale from 0 to ten. People who respond with scores between 8 and 9 are called “promoters”. They are the customers more likely to be on good terms with the firm and are willing to have a longerlasting relationship. Those whose responses are between 0 and 6 are called “detractors”; they are customers less likely to have a relationship with the firm. The final score is calculated

by subtracting the percentage of detractors from the percentage of promoters. Students were encouraged to participate in teams of two or three for a chance to win an internship at Vodafone, with a total of 45 teams signing up. “I think it is very beneficial for students to finally get introduced to the corporate world, because they are put in the company’s situation,” said El Balamony. Students are required to interview people from their social circle and estimate the amount of people who support Vodafone, as well as those willing to let their family and friends

Courtesy of ICGE

join the company. They are also required to gather qualitative research data to ensure customers’ satisfaction. “The students must take into consideration the company’s abilities while suggesting a certain initiative,” added El Balamony. Mariam Soliman, finance junior, was among the participants who found this competition extremely beneficial and enjoyed working in pairs. “I wanted to have a hands-on experience on what market research is like … In this competition, I learned to apply what I learned in class to real life situations,” she said.

AUC Students Hopeful About Post-Graduation Job Prospects

Over 70 percent of AUC graduates find employment within a year of their graduation, Provost Abdelrahman said

BY NADA EL GARHY AND MALAK ABDELKHALEK A large number of AUC students say that they are optimistic about finding a job after their graduation because of the University’s standing, a JRMC 2201 survey found. Many of the 76 students

surveyed believe that employers recognize AUC students and prioritize AUC graduates because of the university’s reputation as Egypt’s top university with students representing the country’s elite. Some students even said that their motive to study at AUC was its brand, rather than its quality of

Yasmeen Mamdouh

education, even if they had to pay more in tuition fees compared with other universities In the survey, 71 students expressed optimism about their chances of finding a job after graduation from AUC. “As AUCians I don’t think we can be pessimistic because in one way or another we are the

select people in the country,” said Youssef Sabek, 20, a business junior. On the other hand, many of the students surveyed believed that having strong connections is the best and most effective way to find a good job in Egypt. A large number of students agreed familial connections are key to finding a good job in Egypt, or with the help of a family-owned business where a job is already secured for them. Many students said that attending AUC actually enabled them to make connections that will serve them in the future. “Getting a job here in Egypt is not based on education nor the name of the university, it is based on connections,” said Mayar Hassan, 22, a business major. “Unfortunately, in Egypt you must have connections to get employed so I already expanded my scope of connections in the political field with some help from my family in order to find employment opportunities,” explained Laila Said Mardini, a freshman intending to declare political science. Egypt’s economy has been in decline amid the political turmoil that followed the 2011 revolution. The gross domestic product after the revolution fell until 2016, when it slightly increased by $336 billion – the second highest in

Africa - according to the World Bank. The unemployment rate has also decreased according to an August 2017 Reuters report to below 12 percent for the first time since the revolution. AUC students also feel that AUC offers a unique learning experience that will help them find jobs after they graduate. They believe that AUC has the best quality of education in Egypt. Students in the survey said that AUC gives them access to majors and skills not available at other universities. They feel that some of the professors have great expertise in their fields, and are very passionate about their subjects. Students also believe that being in AUC gives them an edge because of the core curriculum, which provides the opportunity to branch out and study subjects outside their majors. “Coming from a liberal arts background definitely shapes a unique character that employers look for in AUC students,” said architecture major Omar Assem. “Not to mention that it also helps expand and diversify one’s potential fields of work, hence increasing chances of getting a job after graduation.” Students also cited the opportunities to join many campus clubs, which they

believed helps develop important skills through having leadership positions. “I have only been at AUC for three semesters and was able to join three different clubs, each offering different experiences which add to my character and prepare me for the work field when facing any obstacles,” said Dana Yasser, a political science sophomore. Many of the pessimistic responses were focused on the fear of not finding a suitable job because of the student’s chosen major and the job market. “Not all students from all majors will find a job, it is based on whether there is a high supply of labor or not,” said Youssef Elwi, a political science and economics junior. He added that if the job market in Egypt is weak, “it wouldn’t matter whether I’m an AUCian or not.” Some students expressed satisfaction with AUC services that assist graduates in the job searches. The AUC Career Center not only tutors students in writing their CVs and preparing for job interviews but also offers internship and job shadowing services. Its CareerWeb is an online portal which allows students and alumni to apply for listed job opportunities.


CAMPUS | 3

Sunday May 6, 2018

TFC Hosts “Sab3’ Gar” Stars in Annual Hall of Fame

The current supply chain structure is unsustainable because of the lack of emphasis on the environment

BY NADA MOSTAFA @NADAMNAGUIB For its ninth annual Hall of Fame event, the Theater and Film Club (TFC) invited some of the stars of the hit TV show “Sab3’ Gar” (Seventh Neighbour) to discuss how the actors got into character for their respective roles. The show revolves around a menagerie of building residents - from a girl who gets pregnant without marriage, to rebellious teenagers and their scandalous love affairs. The event hosted actors Shereen (who plays Laila, a government

employee), Sarah Abdelrahman (Heba), Fadwa Abed (Doaa), Heidi Karam (Noha), Safaa Galal (Karima), Ahmed Dash (Abdelrahman) and Mohamed Alaa (Ali), and directors Heba Yousry and Nadine Khan. Shereen was involved in the outlandish plot of her character’s daughter Hala (played by Rahma Hassan) wanting to have a baby without getting married. This specific storyline was one of the several that drew heavy criticism and divided the fans of the show. “This [ideology] exists, of course. It’s a problem that is not tackled in TV shows and one that we tend to

Laila Sherif Said

stay away from, which might have been a double-edged sword,” said Shereen. She added that “Sab3’ Gar” explored stories that are taken straight out of the lives and home of people familiar to everyone, and examined how these characters responded to real life scenarios. The screenplay proved challenging for some actors. Karam said that she was surprised to be chosen as Noha because she felt she was very different from her character. Noha, a young mother dedicated to her children and husband, is forced to face the trials and

tribulations of a rocky marriage. Her husband, Tarek (played by Nicola Mouawad), constantly complained about their routine lifestyle, and how Noha treats him more as a child than as her husband. “Noha is in every woman to varying degrees. It’s just that Heba [the writer/director] put all of the problems in Noha,” joked Karam. But audiences found Heba in particular to be the most relatable. Shown throughout the series as a little bit of a rebel who paves her own path, most people could empathize with her refusal to conform. “I feel that the character of Heba represents a lot of girls and I am one of them,” said AUC alumna Abdelrahman. “It is a very underrepresented character in the media.” Abdelrahman and Dash talked about their on-screen chemistry as brother and sister, explaining that it goes back to a strenuous method acting workshop they both attended before working on the show. Comedian Khaled Mansour, best known for “Al Bernameg” (The Program) and “Saturday Night Live Bil Arabi” (SNL Arabic), moderated the event. “We expected the show to succeed, but we didn’t expect it to succeed to this extent,” said co-director Khan. “I think a big part of the success of this show was because the characters, the plots and the dialogue were very natural and the characters were relatable.” The Hall of Fame previously hosted actors Ahmed El Sakka, Karim Abdel Aziz, Hany Ramzy, Samir Ghanem and the late Nour El-Sherif.

Nerds Can Rock Too! BY MAHMOUD SAEED @MAHMOUDHSAID The what squad? The Nerd Squad, that’s right, AUC’s latest cover band overcame jitters and last minute rehearsals to perform at the AUC Research and Creativity Convention (RCC)’s Creatopia, a day celebrating creative student work. Catherine Yassa, lead vocalist and Pure Mathematics major, Sherif Osman, guitarist and creative thinking and problem solving instructor and senior Center for Learning and Teaching (CLT) officer, and Farida Harouny, instrumental guitarist and Mechanical Engineering [class standing], seized this opportunity and entertained passersby with a lively performance at the Four Palms in the Bartlett Plaza. “We call ourselves ‘The Nerd Squad’ and we decided to come out of our comfort zone to perform for you guys and to add to the twist of the AUC Research week,” Yassa told The Caravan. While it may seem like an odd name for a band, it is nonetheless catchy and you’re likely not to soon forget them. Besides, says Yassa, the name is fitting given their fields of study. The Nerd Squad covered four prominent songs: “Sweet Dreams” by Eurythmics, “Tighten Up” by The Black Leaves, “Zombie” by The Cranberries and “All Along the Watchtower” by Jimi Hendrix. “We got together as band to celebrate all creative endeavors on campus. We didn’t really have enough time to prepare for today,

so we decided to cover popular songs but added our own twists to them, adding an Arabic twist to Sweet Dreams for instance ... And creating an acoustic version to a popular track, like what we did with Bob Dylan and Jimi Hendrix’s All Along the Watchtower,” said Osman. “We had a lot of nerves coming in because we only had three practice sessions. Rehearsals were a bit off and the event was confirmed just four days before we performed,” added Catherine. Osman also explained that they had originally intended for the performance to be held in Moataz Alfi Hall, but later agreed Four Palms would attract a bigger crowd. “I was hoping for more of a turnout. The only problem with performing in the plaza is the noise. I ran around campus to try and get people to turn down the music coming from the nearby booths but couldn’t,” said Osman. Even at the central and noisy Bartlett Plazza, the turnout was not what the band had hoped for, but according to their vocalist, that did not deter them. “We thought we’d have a much larger audience just because of it being scheduled during assembly hour and in the middle of the plaza, but I’m actually glad,” said Catherine. “I don’t usually perform live and I was very nervous on the inside, but the small audience and the kind atmosphere they created comforted me and made me less tense … It really was a wonderful experience,” she added.

Climate Change: Sign of the Times?

Student Union Packs Set the Summer Breeze

BY THE CARAVAN @CARAVAN_AUC

BY SOHA FAYED @SOHAAFAYED

Whether it’s called global warming or climate change Planet Earth has started to experience shifting weather patterns as a result of manmade carbon emissions among other pollutants released into the air and water. Egyptians got a first hand taste of unstable weather patterns last week when two days of heavy rains and winds battered most of the country leaving some infrastructure in tatters. Is this a sign of things to come? The International Monetary Fund and UN agencies say that developing countries in Asia and Africa like Egypt need urgent help to combat what it calls “accelerating climate threats”, with particular emphasis on extreme flooding. And it doesn’t matter if the region is considered a source of major carbon emissions. According to Niyaz Ahmed, Distinguished Visiting Professor and Former Chairman at the Department of Developing Studies at the University of Dhaka, Bangladesh, countries that do not have significant carbon emissions compared to others such as China and India, will still likely suffer greater adverse effects of climate change. Bangladesh has been the least to produce “the foundational factors affecting climate change, with one

percent of one-fifth of the emissions,” Ahmed said during his lecture on challenges, responses and lessons learned from global warming at the Mohamed Shafik Gabr Lecture Hall on April 22. But Bangladesh is the most vulnerable country to climate change impacts. Bangladesh suffers on regular annual basis to an extent that people actually move to other cities or even migrate to a whole new country to escape flooding and food insecurity. People are incapable of maintaining the simplest form of living because of the floods that destroy their homes, transportation means and thus try to allocate somewhere else, he said. This puts great pressures on local or neighboring governments to accommodate this flux of climate refugees. Conflicts may arise. In addition, increased salinity often results from flooding, and this leads to the infertility of soil, and a major factor of food shortage and undrinkable water. Climate change does not target a specific ethnic group or race; it does not differentiate between a human race, warns Ahmed. He said collective action is needed more than ever to combat what is becoming a major threat to human survival. WITH REPORTING BY MUSTAFA ESSAM

Students braved the heat wave on Monday and lined up in the Library Gardens to receive the Student Union (SU)’s annual summer packs which this year broke the back-toschool mold and were instead summer-fun-themed. Each of the 1,350 packs contained a pool float, three laptop stickers, a waterproof phone cover and two mini magnetic board games, designed to be ideal for road trips. “I love how they included a float in the pack, I will actually take the float with me to the North Coast,” Communication and Media Arts Sally Abdelrahman told The Caravan. The event itself was also praised for being more lively than in previous years, with drinks and entertainment providing some relief from the heat. “I really enjoyed the event, I even got two free Redbull cans and I didn’t wait too long in line to get my pack,” said undeclared Freshman Youmna Amer. “It took us three months of nonstop planning and implementation,” said

This year, the Student Union set the summer mood with a Hawaiian theme

Associate Chairperson for Services and Marking Senior Nada Shalaby. The packs were filled by hand by SU volunteers through an assembly line on Sunday but were difficult to transport

because campus elevators are still out of service after the April 25 rainstorm. Distribution of the Welcome Packs is held every semester but in previous years, some students have complained

Mahy Mohamed

about the poor quality of the packs. This year, the SU teamed up with City, the same company that produces backpacks for Jansport, to create ensure higher quality bags.


4 | OPINION

Sunday May 6, 2018

OH, IT’S LABOR DAY? JUST DON’T FORGET TO WASH MY CAR

Last week, we celebrated International Labor Day by taking the day off, in supposed commemoration of the hard work “we” all put in our day-to-day lives as industrious and productive members of modern society. But then I came across a Facebook post that said that while we’re all taking our time to kick back and relax, the ones who we’re celebrating are not - the workers. Another post on Rate AUC Professors called out the student body for sitting by while the outsourced workers currently employed at AUC did not take the day off either. And this is true. While we took the day off work - from university, from comfortable, white-collar jobs - I saw the grand majority of the Egyptian workforce employed in informal labor go about their days as if it were any other. But then again, how could the country possibly function if they stopped working for a day? Right? The argument that informal labor is devalued is not new to studies in sociology and

anthropology. We were taught and now readily accept that the dominant discourse treats blue-collar jobs not only as less “valuable”, but also as a “natural” mode of life for certain segments of the population. This is especially true for women, who are not only increasingly bearing the brunt of the family financially, but are also engaged in unpaid housework. Their role as the “childbearers” of the household has entrapped them in performing daily chores and tasks that not only require physical, but also affective, labor that they are not compensated for. On Labor Day, many women were out on the streets, “earning their lot”, and I’m sure just as many returned home to manage their households. It is on Labor Day that this internal contradiction in how we understand labor in the capitalist era is brought to bear. All around us, we are led to believe that certain jobs are a natural state of affairs - that this is not just a term of employment, but a part of their lives. Whereas we are, to a large extent, capable of divorcing our work from our lives at home, they are not. Work has come to consume the “lifeworlds” of the majority. And as we enter the age of high consumerism, intellectual labor and flexible employment, this encroachment is extending towards all socioeconomic classes. The naturalization of informal labor is so pervasive that we do not think twice before telling our drivers to show up for work, our

cleaners to continue dusting, or our maids to prepare the food they prop us up, and even a day’s absence would disrupt our lives. And so it makes sense for us to want to push their labor outside the scope of this holiday, and outside our very understanding of the concept more broadly. It makes sense to absorb their labor within the household and within our private spheres, where the state and the enjoyments it offers to the workforce are halted at the front door. And it is within these private enclaves that the most exploitation occurs. This is not something I am exempt from, nor something I am preaching from an ivory tower. Rather this is a fact of my life that I have to engage with and try to navigate with an understanding of how my positionality as an upper-class, privileged member of society affects others. I like to think that the people we employ in service of the very function of our lives do not feel “exploited.” I like to think that while they know that their lives are far from ideal and their work far from enjoyable, they are not hostile about it. What little moral maneuvers we do to absolve ourselves from guilt. The animosity I hope is absent from those in service of my own lifeworld is, quite simply, an attempt to try and make myself feel better about my class-status and the exploitation it brings. But the truth is that we have come to live unnecessarily extravagant lifestyles that

unnecessarily and extravagantly perpetuate inequality. And because this now occurs in the household, in the private realm, this is suddenly our responsibility. Our social lives have been reassembled to place these men and women of physical and affective labor as the necessary bedrock upon which our worlds have been built. It has done so in a manner that masks these inequalities and places us in a position where we believe that their employment in our service is in fact bettering them - at least financially. And these patterns will continue to reproduce themselves so long as they remain tied to us in these relationships of precarity and dependency. The Egyptian Parliament took this holiday as a chance to propose amendments to the Unified Labor Law that would expand worker’s rights. Sure, we could also treat our employees nicely. But while these are surely progressive steps, nothing short of a serious engagement with how we live our lives that factors in the agency of workers will suffice.

Mohamed Kouta Editor-in-Chief mohamedkouta@aucegypt.edu

Obviously, Both of Us Can... The Absurdity of Gender Stereotypes BY MENATALLAH SAYED IMC JUNIOR Imagine you’re reading this text in Siri’s voice: Close your eyes. You are traveling to a world far away. You are entering a parallel universe, where everything is both familiar and unfamiliar, where people exchange lives and experience walking in the shoes of others. On Planet Earth you were a man, now, you have become a woman. Now, open. Women are driving taxis, mini buses, trains, and airplanes and men are sitting in the back. Women are presidents, prime ministers, and ambassadors and men simply aren’t. Women are security guards

protecting the men from an unsafe world. Women are carpenters, plumbers, and electricians, and men are the damsels in distress. Women are hanging out at kiosks while men are sound asleep, because its 2 a.m. Women are famous national football team players and men are cheering in the crowd. Most of the women are managers and CEOs while the men are underpaid employees. Women are the thieves and the mob bosses. They are the leaders. But they also run kiosks and mobile shops while men shop, get harassed and leave. They are the ones handed the phone to yell at harassers, not men.

The women are too busy living life, while the men are swamped dealing with other issues. They’re busy taking care of the kids; hiding from society’s eyes, busy protecting themselves from everyday harassers. Men finish their education, get married, have kids and become a house-husband. While the women aren’t allowed to cry and are told to womenup. Everything around you looks familiar, but the gender roles are all mixed up. It’s crazy! Everyone faces their fair share of difficulties due to their gender, and it is about time we try to stop that. Every occupation and daily routine mentioned above is

something everyone is capable of experiencing and doing, regardless of their gender. Imagining it seems odd, but it absolutely shouldn’t. There is a fine line between being able to do something and being given the chance to. People group these two things together and spread the claim, “they can’t do it, only men/women can”. Women can become whatever they want, and men can do whatever they want. But they are simply not allowed to. Picturing a parallel universe addresses the fact that both genders can, but don’t, and that’s the first step toward shattering gender norms and stereotypes.

The War on Curly Hair

Malak Sekaly Caravan Columnist In a nation full of curly heads, we have deemed curls the enemy. Even though they flow so effortlessly, and coil like no one is holding them back, curls are “messy,” “inconvenient” and “must be tamed”. Egyptian society is a clear arena for the battle against curly hair, primarily among women. Women are generally encouraged to straighten their hair, to enhance their visual appearances and overall attractiveness. I constantly see this, from friends whose families constantly make fun of their curls, and insecure curly heads that straighten their hair daily. I see it in the eyes of girls when they’re sarcastically asked if they brush their hair since their curls are too “chaotic” for some. I see it in split ends and damaged locks, the after effects of excessive straightening to which we conform. I recently came across a post on social media where a woman was asking if her natural, curly hair was too ‘unprofessional’ for a job interview. I was shocked. This only proved the Egyptian obsession with straight hair. Even though the majority of heads in the streets are full of curls, we

for some reason have deemed the prevalent hair style in the country as ‘less than.’ Less than what is the significant question. Obviously, less than straight hair. But then it is important to ask who has this sleek, straight hair we so dearly long for. Largely associated with Europeans and North Americans, the standard straight hair is the Egyptian ideal. This comes along with the ideal Western look of light skin, light eyes, and slim bodies. Western hair is the focus here, where curly heads across the nation take their hair to extreme measures just to have it stray from its natural state. Straightening irons, hair masks, and permanent straightening methods are just a few of the procedures women go through to have their hair look more Western. This is in addition to the daily hair serum to stop any frizzing. Millions are spent to deviate from our curly heads. Hours are wasted flattening out our natural curls. We have whole-heartedly convinced ourselves that we are less than. Arab is less than. Curly is less than. More importantly, we advocate daily that West is better than. What we don’t realize is the social norm we have created that impacts the daily lives of millions of women. We have convinced them that their natural appearance is disgraceful, and created the Western straight-haired woman as the ideal. We undermine the effect this has on curly heads’ self-esteem, selfimage, and most importantly selflove. It is time to stop torturing ourselves, damaging our hair, and belittling our self worth, all to become carbon copies of an unrealistic ideal.

EDITOR-IN-CHIEF 2018/2019 The Caravan is ready to accept applications for the position of Editor-in-Chief for 2018/2019. Application is open to all AUC students who are not expected to graduate before Spring 2019. Applicants should have a strong command of both written and spoken English and Arabic, and a strong understanding of journalism principles. If interested, send in a CV and a letter of intent to Managing Director Firas Al-Atraqchi at falatraqchi@aucegypt.edu and current Editor-in-Chief Mohamed Kouta at mohamedkouta@aucegypt.edu

CARRYING THE VOICE OF THE AMERICAN UNIVERSITY IN CAIRO COMMUNITY

MOHAMED KOUTA EDITOR-IN-CHIEF DEENA SABRY MANAGING ENGLISH EDITOR JAIDAA TAHA MANAGING ARABIC EDITOR MARIAM MAZHAR DEPUTY ARABIC EDITOR NOURAN ALLAM NEWS EDITOR YASMEEN MAMDOUH CAMPUS EDITOR DANAH AL ANSARI SPOTLIGHT EDITOR MALAK ABDLENABI AND NADINE FAHMY ARTS AND CULTURE EDITORS NOURANE SELIM BUSINESS EDITOR AHMED ZADA SPORTS EDITOR DOAA ABDELGHANY SCIENCE AND TECHNOLOGY EDITOR SARA MOHAMED GENDER, ENVIRONMENT AND HEALTH REPORTER RANIA YEHIA, NOURAN EL ASHRY, HANIN QANDEEL, HUSSEIN EL MOATAZ, YASMIN NABIL ARABIC EDITORS MALAK SEKALY COLUMNIST AND SOCIAL MEDIA MANAGER FIRAS AL ATRAQCHI MANAGING DIRECTOR AND FACULTY ADVISOR RASHA ALLAM ARABIC ADVISOR MAHER EL MELIGY ADMINISTRATIVE ASSISTANT


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‫اﻷﺣﺪ ‪ ٦‬ﻣﺎﻳﻮ‪٢٠١٨ ،‬‬

‫عـــيـــد الـــعـــمـــــال وال عــــيـدنـا إحـــــنـا؟‬

‫اﻷﺳــﺒﻮع اﳌــﺎﴈ‪ ،‬إﺣﺘﻔــﻞ اﻟﻌــﺎمل‬ ‫ﺑﻴــﻮم اﻟﻌــامل اﻟــﺪوﱄ ﻟﻺﻋــﱰاف‬ ‫ﺑــﻜﻞ اﻟﻌﻤــﻞ اﻟﺸــﺎق اﻟــﺬي‬ ‫ﻧﻀﻌــﻪ ﰲ ﺣﻴﺎﺗﻨــﺎ اﻟﻴﻮﻣﻴــﺔ‬ ‫ﻛﺄﻋﻀــﺎء ﻣﺜﺎﺑﺮﻳــﻦ وﻣﻨﺘﺠــني ﰲ‬ ‫اﳌﺠﺘﻤــﻊ اﻟﺤﺪﻳــﺚ‪.‬‬ ‫ﻟﻜﻨﻨــﻲ أدرﻛــﺖ ﺑﻌــﺪ ذﻟــﻚ‬ ‫أﻧــﻪ ﺑﻴﻨــام ﻧﺤــﻦ ﻣﺤﻈﻮﻇــﻮن‬ ‫مبــﺎ ﻳﻜﻔــﻲ ﻷﻧﻨــﺎ ﻗﺎدرﻳــﻦ ﻋــﲆ‬ ‫أﺧــﺬ ﻳــﻮم اﻟﻌــامل ﻛﻌﻄﻠــﺔ ‪ ،‬ﻓــﺈن‬ ‫اﻟﻨــﺎس اﻟﺬﻳــﻦ ﻳﻔــﱰض أن ﻧﺤﺘﻔــﻞ‬ ‫ﺑﻬــﻢ‪ ،‬وﻫــﻢ اﻟﻌــامل‪ ،‬ﻣــﺎ زاﻟــﻮا‬ ‫ﻳﻌﻤﻠــﻮن ﺑﺠــﺪ‪.‬‬ ‫واﺷــﺘىك أﺣــﺪ أﺻﺪﻗــﺎيئ أﻳﻀً ــﺎ‬ ‫ﻣــﻦ اﻟﻄــﻼب ﻟﻌــﺪم اﺗﺨﺎذﻫــﻢ‬ ‫إﺟــﺮا ًء ﺑﺸــﺄن اﻟﻌــامل اﻟﺬﻳــﻦ‬ ‫ﻛﺎﻧــﻮا ﻳﻌﻤﻠــﻮن ﰲ اﻟﺠﺎﻣﻌــﺔ‬ ‫اﻷﻣﺮﻳﻜﻴــﺔ ﰲ ذﻟــﻚ اﻟﻴــﻮم‪،‬‬ ‫وﻷﻧﻬــﻢ مل ﻳﻜﻮﻧــﻮا ﴏﻳﺤــني مبــﺎ‬ ‫ﻳﻜﻔــﻲ ﺣــﻮل ﻋﻮاﻗــﺐ اﻹﴐاب‬ ‫اﻟــﺬي ﺣــﺪث ﰲ اﻟﺼﻴــﻒ اﳌــﺎﴈ‪.‬‬ ‫وﺑﻴﻨــام ﻛﻨــﺎ ﻧﺄﺧــﺬ ﻫــﺬا اﻟﻴــﻮم‬ ‫ﻛﺮاﺣــﺔ ﻣــﻦ اﻟﻌﻤــﻞ ‪ -‬ﻣــﻦ‬ ‫اﻟﺠﺎﻣﻌــﺔ‪ ،‬وﻣــﻦ وﻇﺎﺋــﻒ ﻋﻤﻠﻨــﺎ‬ ‫اﳌﺮﻓﻬــﻪ ﻧﺴــﺒﻴﺎً ﺑﺎﳌﻘﺎرﻧــﺔ ﺑﻬــﻢ‪،‬‬ ‫ﻓﻘــﺪ رأﻳــﺖ اﻟﻐﺎﻟﺒﻴــﺔ اﻟﻌﻈﻤــﻰ‬

‫ﻣــﻦ اﻟﻘــﻮى اﻟﻌﺎﻣﻠــﺔ اﳌﴫﻳــﺔ‬ ‫اﻟﻌﺎﻣﻠــﺔ ﰲ اﻟﻌﻤــﻞ ﻏــري اﻟﺮﺳــﻤﻲ‬ ‫ﺗــﺪور ﺣــﻮل أﻳﺎﻣﻬــﺎ ﻛــام ﻟــﻮ‬ ‫ﻛﺎﻧــﺖ ﰲ أي ﻳــﻮم آﺧــﺮ‪.‬‬ ‫اﻟﻘــﻮل أن اﻟﻌﻤــﻞ ﻏــري اﻟﺮﺳــﻤﻲ‬ ‫ﻗﻴﻤﺘــﻪ ﻣﻨﺨﻔﻀــﺔ ﻟﻴــﺲ ﺷــﻴﺌﺎ‬ ‫ﺟﺪﻳــﺪا ﰲ ﻋﻠــﻢ اﻻﺟﺘــامع‬ ‫واﻟﻌﻠــﻮم اﻹﻧﺴــﺎﻧﻴﺔ‪.‬‬ ‫ﻟﻘــﺪ ﺗﻌﻠﻤﻨــﺎ‪ ،‬واﻵن ﻧﺘﻘﺒــﻞ‬ ‫ﺑﺴــﻬﻮﻟﺔ أن اﻟــﺮأي اﻟﻌــﺎم ﻳﻌﺎﻣــﻞ‬ ‫وﻇﺎﺋــﻒ اﻟﻴﺎﻗــﺎت اﻟﺰرﻗــﺎء ﻟﻴــﺲ‬ ‫ﻓﻘــﻂ ﻛﺄﻧﻬــﻢ »أﻗــﻞ ﻗﻴﻤــﺔ« ‪،‬‬ ‫ﺑــﻞ وأﻳﻀــﺎً ﻛﻄﺮﻳﻘــﺔ »ﻃﺒﻴﻌﻴــﺔ«‬ ‫ﻟﻠﺤﻴــﺎة ﻟﴩاﺋــﺢ ﻣﻌﻴﻨــﺔ ﻣــﻦ‬ ‫اﻟﺴــﻜﺎن‪.‬‬ ‫وﻳﻨﻄﺒــﻖ ﻫــﺬا ﺑﺸــﻜﻞ ﺧــﺎص‬ ‫ﻋــﲆ اﻟﻨﺴــﺎء اﻟﻠــﻮايت ﻻ ﻳﺘﺤﻤﻠــﻦ‬ ‫ﻋــﺐء اﻷﴎة ﻣﺎﻟﻴــﺎً ﻓﻘــﻂ ‪ ،‬ﺑــﻞ‬ ‫إﻧﻬــﻦ ﻳﻌﻤﻠــﻦ أﻳﻀــﺎً ﰲ أﻋــامل‬ ‫ﻣﻨﺰﻟﻴــﺔ ﻏــري ﻣﺪﻓﻮﻋــﺔ اﻷﺟــﺮ‪.‬‬ ‫إن دورﻫــﻢ ﻛﺄﺻﺤــﺎب »ﻣﻨــﺰل«‬ ‫ﻟــﻸﴎة ﻗــﺪ أوﻗﻌﻬــﻢ ﰲ أداء‬ ‫اﳌﻬــﺎم اﻟﻴﻮﻣﻴــﺔ اﻟﺘــﻲ ﻻ ﺗﺘﻄﻠــﺐ‬ ‫ﻋﻤــﻼً ﻣﺎد ﻳًــﺎ ﻓﻘــﻂ ‪ ،‬ﺑــﻞ ﻋﻤــﻼً‬ ‫ﻋﺎﻃﻔ ًﻴــﺎ أﻳﻀً ــﺎ ‪ ،‬ﻻ ﻳﺘــﻢ ﺗﻌﻮﻳﻀﻬــﻢ‬ ‫ﻋﻨــﻪ‪.‬‬ ‫ﰲ ﻋﻴــﺪ اﻟﻌــامل‪ ،‬ﺧﺮﺟــﺖ‬ ‫اﻟﻌﺪﻳــﺪ ﻣــﻦ اﻟﻨﺴــﺎء إﱃ اﻟﺸــﻮارع‬ ‫‪» ،‬ﻟﻜﺴــﺐ أﻛﻞ ﻋﻴــﺶ« ‪ ،‬وأﻧــﺎ‬ ‫ﻣﺘﺄﻛــﺪ أن اﻟﻌﺪﻳــﺪ ﻣﻨﻬــﻢ ﻋــﺎدوا‬ ‫إﱃ ﻣﻨﺎزﻟﻬــﻢ ﻟﱰﺑﻴــﺔ أﴎﻫــﻢ‪.‬‬ ‫ﰲ ﻳــﻮم اﻟﻌــامل ‪ ،‬ﻳﻈﻬــﺮ ﻫــﺬا‬ ‫اﻟﺘﻨﺎﻗــﺾ اﻟﺪاﺧــﲇ ﰲ ﻛﻴﻔﻴــﺔ‬ ‫ﻓﻬﻤﻨــﺎ ﻟﻠﻌامﻟــﺔ ﰲ اﻟﻌــﴫ‬ ‫اﻟﺮأﺳــامﱄ ﺑﺸــﻜﻞ ﴏﻳــﺢ‪.‬‬ ‫ﻛﻞ ﻣــﻜﺎن ﺣﻮﻟﻨــﺎ‪ ،‬ﻗﺎدﻧــﺎ إﱃ‬ ‫اﻻﻋﺘﻘــﺎد ﺑــﺄن ﺑﻌــﺾ اﻟﻮﻇﺎﺋــﻒ‬ ‫ﻫــﻲ ﺣﺎﻟــﺔ ﻃﺒﻴﻌﻴــﺔ ‪ -‬وﻫــﺬا‬ ‫ﻟﻴــﺲ ﻣﺠــﺮد ﻣﺼﻄﻠــﺢ ﻟﻠﺘﻮﻇﻴــﻒ‪،‬‬ ‫ﺑــﻞ ﻫــﻮ ﺟــﺰء ﻣــﻦ ﺣﻴﺎﺗﻬــﻢ‪.‬‬ ‫ﰲ ﺣــني أﻧﻨــﺎ ﻗــﺎدرون‪ ،‬إﱃ ﺣــﺪ‬

‫ﻛﺒــري‪ ،‬ﻋــﲆ ﻓﺼــﻞ ﻋﻤﻠﻨــﺎ ﻣــﻦ‬ ‫ﺣﻴﺎﺗﻨــﺎ ﰲ اﳌﻨــﺰل ‪ ،‬ﻓﻬــﻲ ﻟﻴﺴــﺖ‬ ‫ﻛﺬﻟــﻚ ﻟﺠــﺰء ﻛﺜــري ﻣــﻦ اﻟﻌامﻟــﺔ‪.‬‬ ‫ﻓﺘﺠــﺎوز اﻟﻌﻤــﻞ ﺣــﺪوده ﻣــﻊ‬ ‫اﻷﻏﻠﺒﻴــﺔ ﺑﺮﻣﺘﻬــﺎ ﺣﻴــﺚ ميﺘــﺪ ﻫــﺬا‬ ‫اﻻﻧﺘﻬــﺎك ﻧﺤــﻮ ﺟﻤﻴــﻊ اﻟﻄﺒﻘــﺎت‬ ‫اﻻﺟﺘامﻋﻴﺔ‪-‬اﻻﻗﺘﺼﺎدﻳــﺔ‪.‬‬ ‫إن اﻟﻌامﻟــﺔ ﻏــري اﻟﺮﺳــﻤﻴﺔ‬ ‫واﺳــﻊ اﻻﻧﺘﺸــﺎر ﻟﺪرﺟــﺔ أﻧﻨــﺎ ﻻ‬ ‫ﻧﻔﻜــﺮ ﻣﺮﺗــني ﻗﺒــﻞ أن ﻧﻄﻠــﺐ‬ ‫ﻣــﻦ ﺳــﺎﺋﻘﻴﻨﺎ أن ﻳﺄﺗــﻮا إﱃ اﻟﻌﻤــﻞ‬ ‫‪ ،‬أو ﻋــامل اﻟﻨﻈﺎﻓــﺔ ﻟﺪﻳﻨــﺎ‬ ‫ﳌﻮاﺻﻠــﺔ اﻟﻌﻤــﻞ ﰲ اﻟﺘﻨﻈﻴــﻒ ‪ ،‬أو‬ ‫ﺧﺎدﻣﺎﺗﻨــﺎ ﻹﻋــﺪاد اﻟﻄﻌــﺎم ‪ -‬ﻓﻬــﻢ‬ ‫ﻳﺮﻋﻮﻧﻨــﺎ ‪ ،‬وﺣﺘــﻰ ﻏﻴــﺎب ﻳــﻮم‬ ‫واﺣــﺪ ﺳــﻴﻌﻄﻞ ﺣﻴﺎﺗﻨــﺎ‪.‬‬ ‫وﻫﻜــﺬا ‪ ،‬ﻟﻬــﺬه اﻷﺳــﺒﺎب‬ ‫ﻧﺴــﺘﺒﻌﺪ ﻋﻤﻠﻬــﻢ ﺧــﺎرج ﻧﻄــﺎق‬ ‫ﻫــﺬا اﻟﻴــﻮم ‪ ،‬وﺧــﺎرج ﻧﻄــﺎق‬ ‫ﻓﻬﻤﻨــﺎ ﻋــﻦ اﻟﻌﻤــﻞ ﺑﺸــﻜﻞ أوﺳــﻊ‪.‬‬ ‫ﻫــﺬه اﻟﻌﻤﻠﻴــﺔ ﺗﺠﻌــﻞ ﻣــﻦ‬ ‫اﻟﺴــﻬﻞ أن ﻳﺤــﺪث اﻻﺳــﺘﻐﻼل‬ ‫ﺣﺘــﻰ ﻣــﻦ دون أن ﻧﺪرﻛــﻪ‪ .‬وﻫــﺬا‬ ‫ﻟﻴــﺲ ﺷــﻴﺌًﺎ أﻋﻔــﻲ ﻣﻨــﻪ ‪ ،‬وﻻ ﳾء‬ ‫أﻧﺘﻘــﺪه ﻣــﻦ ﺑــﺮج ﻋــﺎ ٍل ‪.‬‬ ‫ﺑﺎﻷﺣــﺮى ﻫــﺬه ﺣﻘﻴﻘــﺔ ﰲ ﺣﻴــﺎيت‬ ‫ﻳﺠــﺐ أن أﺗﻌﺎﻣــﻞ ﻣﻌﻬــﺎ وأﺣــﺎول‬ ‫ﻓﻬــﻢ ﻣﻮﻗﻔــﻲ ك »ﻣﺘﺤــﴬ« ﻣــﻦ‬ ‫اﻟﻄﺒﻘــﺔ اﻟﻌﻠﻴــﺎ ﰲ اﳌﺠﺘﻤــﻊ ﻳﺆﺛــﺮ‬ ‫ﻋــﲆ اﻵﺧﺮﻳــﻦ‪.‬‬ ‫أﺣــﺐ أن أﻇــﻦ أن اﻷﺷــﺨﺎص‬ ‫اﻟﺬﻳــﻦ ﻧﻮﻇﻔﻬــﻢ ﰲ ﺧﺪﻣﺘﻨــﺎ ﻻ‬ ‫ﻳﺸــﻌﺮون ﺑﺎﻻﺳــﺘﻐﻼل ﻣــﻦ اﻟﺤﻴــﻞ‬ ‫اﻷﺧﻼﻗﻴــﺔ اﻟﺼﻐــرية اﻟﺘــﻲ ﻧﻘــﻮم‬ ‫ﺑﻬــﺎ ﻟﺘﻌﻔــﻲ أﻧﻔﺴــﻨﺎ ﻣــﻦ اﻟﺸــﻌﻮر‬ ‫ﺑﺎﻟﺬﻧــﺐ‪.‬‬ ‫ﻟﻜــﻦ اﻟﺤﻘﻴﻘــﺔ ﻫــﻲ أﻧﻨــﺎ‬ ‫ﻧﻌﻴــﺶ ﻣــﻊ أمنــﺎط ﺣﻴــﺎة ﺗﺴــﺘﻤﺮ‬ ‫ﰲ إداﻣــﺔ ﻋــﺪم اﳌﺴــﺎواة‪.‬‬ ‫وﺗﺤــﺪث ﻫــﺬه اﻟﻌﻤﻠﻴــﺔ اﻵن ﰲ‬ ‫داﺧــﻞ إﻃــﺎر اﻷﴎة ‪ ،‬ﰲ اﳌﺠــﺎل‬

‫اﻟﺨــﺎص ‪ ،‬وﻓﺠــﺄة أﺻﺒﺤــﺖ ﻫــﺬه‬ ‫ﻣﺴــﺆوﻟﻴﺘﻨﺎ‪.‬‬ ‫ﺗــﻢ إﻋــﺎدة ﺗﺸــﻜﻴﻞ ﺣﻴﺎﺗﻨــﺎ‬ ‫اﻻﺟﺘامﻋﻴــﺔ ﻟﻮﺿــﻊ ﻫــﺆﻻء اﻟﺮﺟــﺎل‬ ‫واﻟﻨﺴــﺎء ﻣــﻦ اﻟﻌﻤــﻞ ﻛﺄﺳــﺎس‬ ‫ﴐوري ﺑﻨــﻲ ﻋﻠﻴــﻪ ﻋﺎﳌﻨــﺎ‪.‬‬ ‫وﻗــﺪ ﺣــﺪث ﻫــﺬا ﺑﻄﺮﻳﻘــﺔ‬ ‫ﺗﺤﺠــﺐ ﻫــﺬه اﻟﺘﻔﺎوﺗــﺎت‬ ‫وﺗﻀﻌﻨــﺎ ﰲ ﻣﻮﻗــﻒ ﻧﺆﻣــﻦ ﻓﻴــﻪ‬ ‫ﺑــﺄن ﺗﻮﻇﻴﻔﻬــﻢ ﰲ ﺧﺪﻣﺘﻨــﺎ ﻫــﻮ ﰲ‬ ‫اﻟﻮاﻗــﻊ ﺗﺤﺴــني ﳌﻌﻴﺸــﺘﻬﻢ ‪ -‬ﻋــﲆ‬ ‫اﻷﻗــﻞ ﻣــﻦ اﻟﻨﺎﺣﻴــﺔ اﳌﺎﻟﻴــﺔ‪.‬‬ ‫وﺳﺘﺴــﺘﻤﺮ ﻫــﺬه اﻷمنــﺎط ﰲ‬ ‫إﻋــﺎدة إﻧﺘــﺎج ﻧﻔﺴــﻬﺎ ﻃﺎﳌــﺎ ﻇــﻞ‬ ‫اﻟﻌــامل ﻣﺮﺗﺒﻄــني ﺑﻨــﺎ ﰲ ﻋﻼﻗــﺎت‬ ‫ﻏــري ﻣﺴــﺘﻘﺮة أو اﻻﻋﺘــامد‪.‬‬ ‫أﺧــﺬ اﻟﱪﳌــﺎن اﳌــﴫي ﻫــﺬا‬ ‫اﻟﻴــﻮم ﻛﻔﺮﺻــﺔ ﻹﻗــﱰاح ﺗﻌﺪﻳــﻼت‬ ‫ﻋــﲆ ﻗﺎﻧــﻮن اﻟﻌﻤــﻞ اﳌﻮﺣــﺪ ﻣــﻦ‬ ‫ﺷــﺄﻧﻬﺎ ﺗﻮﺳــﻴﻊ ﺣﻘــﻮق اﻟﻌــامل‪.‬‬ ‫وﻟﻜــﻦ ﰲ ﺣــني أن ﻫــﺬه‬ ‫ﺧﻄــﻮات ﺗﺪرﻳﺠﻴــﺔ ﺑﺎﻟﺘﺄﻛﻴــﺪ ‪،‬‬ ‫ﻓــﺈن اﳌﺸــﺎرﻛﺔ اﻟﺠــﺎدة ﻓﻘــﻂ‬ ‫ﻣــﻊ اﻟﻄﺮﻳﻘــﺔ اﻟﺘــﻲ ﻧﻌﻴــﺶ ﺑﻬــﺎ‬ ‫ﺣﻴﺎﺗﻨــﺎ واﻟﺘــﻲ ﺗﻌﺘــﱪ وﻛﺎﻟــﺔ‬ ‫اﻟﻌــامل ﴐوري ﻟﺘﺤﻘﻴــﻖ‬ ‫ﺣﻘﻮ ﻗﻬــﻢ ‪.‬‬

‫‪Mohamed Kouta‬‬ ‫‪Editor-in-Chief‬‬ ‫‪mohamedkouta@aucegypt.edu‬‬

‫آخــــر أيـــامي فـــــي األمــريكــيـــة‬

‫كتب‪ :‬مرمي مظهر‬

‫ﰲ أﺧــﺮ أﻳــﺎم ﻫــﺬا اﻟﻔﺼــﻞ اﻟــﺪراﳼ‬ ‫أﻋﻴــﺶ أﺧــﺮ أﻳﺎﻣــﻲ ﰲ اﻟﺠﺎﻣﻌــﺔ‬ ‫وأودع رﺣﻠﺘــﻲ اﻟﺠﺎﻣﻌﻴــﺔ‪ .‬أﻳــﺎم ﻣــﺮت‬ ‫ومل أﺗﻮﻗــﻊ أﺑــﺪا ً أين ﺳــﺄودﻋﻬﺎ ﻣــﻦ‬ ‫ﺧــﻼل ﻛﺘﺎﺑﺘــﻲ ﰲ اﻟﻘﺎﻓﻠــﺔ‪.‬‬ ‫أﻳــﺎم ﻣﻀــﺖ ﺑﴪﻋــﺔ ﻏﺮﻳﺒــﺔ‬ ‫ﺗﺠﻌﻠﻨــﻲ أﺧــﴙ ﴎﻋــﺔ ﻣــﺮ اﻟﺰﻣــﺎن‪.‬‬ ‫ﻓﺄﺗﺬﻛــﺮ ﺟﻴــﺪا ً أﺧــﺮ أﻳﺎﻣــﻲ وﺗﺨﺮﺟــﻲ‬ ‫ﻣــﻦ اﳌﺪرﺳــﺔ ‪ .‬وأﺗﺬﻛــﺮ ﺧــﻮﰲ ﻣــﻦ‬ ‫اﻟﺠﺎﻣﻌــﺔ وأﺗﺬﻛــﺮ أول أﻳﺎﻣــﻲ ﻫﻨــﺎ‪.‬‬ ‫وﻛﻞ ﻳــﻮم ﺑــني ﺗﻠــﻚ اﻷﻳــﺎم واﻵن‬ ‫ﻣــﺮ وﻛﺄﻧــﻪ ﺛــﻮان ﴎﻳﻌــﺔ ﻻ ﺗﻨﺘﻈــﺮ‬ ‫أﺣــﺪ وﻻ ﺗﻘــﻒ ﻋﻨــﺪ وﻗــﻮف أﺣــﺪ‬ ‫ﻋﻨﺪﻫــﺎ‪.‬‬ ‫ﻓﺒﻌــﺪ أرﺑــﻊ ﺳــﻨني وﻋﻨﺪﻣــﺎ ﺑــﺪأت‬ ‫ﻛﺘﺎﺑــﺔ أﺧــﺮ ﻣﻘــﺎﻻيت ﻟﻠﻘﺎﻓﻠــﺔ أﺧــﺬت‬ ‫أﻓﻜــﺮ ﰲ ﻣــﻦ أﻛــﻮن اﻟﻴــﻮم وﻣــﻦ‬ ‫ﻛﻨــﺖ ﰲ ‪ ١٨‬ﻣــﻦ ﻋﻤــﺮي؟ ﻣــﺎذا ﺗﻐــري‬ ‫ﻣﺎﺑــني‪ ٢٠١٤‬و ‪٢٠١٨‬؟‬ ‫متﻨﻴــﺖ أﻻ ﻳﻜــﻮن ﻣــﺮور ﻫــﺬه‬ ‫اﻷﻋــﻮام ﻗــﺪ أﺿــﺎف أرﻗــﺎم ﻋــﲆ‬ ‫ﻋﻤــﺮي ﻓﻘــﻂ‪ .‬ومتﻨﻴــﺖ أن أي ﳾء‬ ‫رأﻳﺘــﻪ ﺗﻐــري ﰲ ﻧﻔــﴘ أو أﺣــﺪ رﺋــﺎه‬ ‫ﲇ ﻳﻜــﻮن ﻧﺤــﻮ اﻷﻓﻀــﻞ‪.‬‬ ‫ﻋــ ّ‬ ‫ﻓــام ﻳﻜــﻮن اﻹﻧﺴــﺎن إﻧﺴــﺎن ﺣﺘــﻰ‬ ‫ﻳﻔﺘــﺢ ﺑــﺎب اﻟﺘﻄــﻮر ﻟﻨﻔﺴــﻪ ﰲ ﻛﻞ‬

‫ﻳــﻮم‪ .‬وأن ﻳﻨﺘﻬــﺰ ﻛﻞ ﻓﺮﺻــﺔ ﻟﻴﻜــﻮن وﻏﺎرﻗــﺔ ﰲ اﻟﻔﻀــﻮل‪.‬‬ ‫أﻓﻀــﻞ وﰲ ﺗﺤﺴــﻦ‪.‬‬ ‫وأدرﻛــﺖ أﻧﻨــﻲ ﻧﻀﺠــﺖ‪ ،‬ﺗﻐــريت فـــي السنة الثانية‪:‬‬ ‫وﺗﻄــﻮرت وأدرﻛــﺖ أين ﻗــﺪ أﻛــﻮن ﻛﺎﻧــﺖ ﺳــﻨﺘﻲ اﻟﺜﺎﻧﻴــﺔ ﻣﺨﺘﻠﻔــﺔ‬ ‫ﻓﻘــﺪت اﻟﺒﻨــﺖ اﻟﺘﺎﺋﻬــﺔ ﰲ ﺣــﺮم وﺑــﺪأت ﰲ ﻣــﻜﺎن واﺣــﺪ ﰲ وأﻧﺘﻬــﺖ‬ ‫اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ ﰲ ﺳــﺒﺘﻤﱪ آﺧــﺮ‪ .‬ﻟﻘــﺪ ﻗﺎﺑﻠــﺖ اﻟﻜﺜــري ﻣــﻦ‬ ‫اﻷﺷــﺨﺎص اﻟﺠــﺪد وﻣــﺮرت ﺑﺘﺠــﺎرب‬ ‫‪.٢٠١٤‬‬ ‫ﻗــﺪ ﺗﻜــﻮن ﻓﻘﺪﺗﻬــﺎ وﺑﺮاﺋﺘﻬــﺎ ﻋﺪﻳــﺪة وﻣﺨﺘﻠﻔــﺔ أﻇﻬــﺮت ﱄ ﻛﻴــﻒ‬ ‫وﻧﻈﺮﺗﻬــﺎ اﻟﻮردﻳــﺔ ﻟﻠﺤﻴــﺎة وﻟﻜﻨــﻲ ميﻜــﻦ ﻟﻠﺤﻴــﺎة ﰲ ﺛﺎﻧﻴــﺔ واﺣــﺪة أن‬ ‫أﻋﻠــﻢ أﻧﻨــﻲ أﺻﺒﺤــﺖ أﺟﻴــﺪ اﻟﺘﻌﺎﻣــﻞ ﺗﺘﺤــﻮل ﺑﺸــﻜﻞ ﻛﺎﻣــﻞ‪ .‬ﰲ ﻧﻬﺎﻳــﺔ ﻫــﺬا‬ ‫ﻣــﻊ ﻣﻮاﻗــﻒ مل أﺳــﺘﻄﻴﻊ أن أﺗﺨﻴﻠﻬــﺎ اﻟﻌــﺎم ‪ ،‬ﻛﻨــﺖ ﰲ ﻏﺎﻳــﺔ اﻟﺴــﻌﺎدة‪،‬‬ ‫وﻗﺘﻬــﺎ وأﻋﻠــﻢ أن أﺻﺒــﺢ ﻟــﺪي ﺻــﻮت وﻛﻨــﺖ ﰲ ﻣﻨﺘﺼــﻒ ﻫــﺬه اﻟﺮﺣﻠــﺔ ‪،‬‬ ‫ورأي ﰲ ذﻫﻨــﻲ ﻳﺤﺜﻨــﻲ ﻋــﲆ اﻟﺜﺒــﺎت وﻛﻨــﺖ أﺷــﻌﺮ ﺑﺄﻧﻨــﻲ أﻛــﱪ ﺳــﻨﺎً وأﻛــرث‬ ‫ﻧﻀﺠ ـﺎً‪ ،‬واﻋﺘﻘــﺪت أﻧﻨــﻲ ﻛﻨــﺖ أﻋﻠــﻢ‬ ‫ﻋــﲆ ﻣــﺎ أرﻳــﺪ وﻣــﺎ أﻋﺘﻘــﺪ ﻓﻴــﻪ‪.‬‬ ‫ﻓــام ﺑــني ‪ ١٨‬و ‪ ٢٢‬أﺧــﺮج ﻣــﻦ ﺑــﺎب ﺟﻴــﺪا ً اﻹﺗﺠــﺎه اﻟــﺬي ﺗﺘﻮﺟــﻪ إﻟﻴــﻪ‬ ‫اﻷﻣﺮﻳﻜﻴــﺔ وأﻧــﺎ أﺷــﻌﺮ أﻧﻨــﻲ ﻋــﲆ ﺣﻴــﺎيت‪.‬‬ ‫أرض ﺻﻠﺒــﺔ وأﻧﻨــﻲ أﻗــﺮب ﻣــﻦ أن أﺻﺒﺤــﺖ ﻃﺎﻟﺒــﺔ ﰲ ﻛﻠﻴــﺔ اﻹﻋــﻼم‬ ‫أﻛــﻮن ﻋــﲆ ﻳﻘــني ﻣــﻦ ﺣﻴــﺚ ﻣﻌﺮﻓــﺔ ﻛﻨــﺖ ﻗــﺪ ﺑــﺪأت أن أﺣــﺪد‬ ‫ﺗﺨﺼﺼــﺎت ﺛﺎﻧﻮﻳــﺔ ﻣﺨﺘﻠﻔــﺔ‪.‬‬ ‫ﻣــﻦ أﻛــﻮن‪.‬‬ ‫وأﻋﺘﻘــﺪت أن ﺣﻴــﺎيت اﻟﺸــﺨﺼﻴﺔ‬ ‫أﺻﺒــﺢ ﻟﻬــﺎ إﺗﺠــﺎه ﻣﻌــﺮوف‪ .‬ﻛﻨــﺖ‬ ‫فـي السنة األولى‪:‬‬ ‫ﻛﺎﻧــﺖ اﻟﺤــرية ﻣــﻦ أﻓﻀــﻞ أﺻﺪﻗــﺎيئ ﺳــﺎذﺟﺔ وﻛﻨــﺖ أﻋﺘﻘــﺪ أﻧــﻪ ﰲ ﻧﻬﺎﻳــﺔ‬ ‫وﻛﺎﻧــﺖ اﻟﺪﻧﻴــﺎ ﻣــﻦ ﺣــﻮﱄ ﺗﺘﺸــﻜﻞ ﺳــﻨﺘﻲ اﻟﺜﺎﻧﻴــﺔ ﻛﻨــﺖ أﻋــﺮف أﻳــﻦ‬ ‫ﰲ أﺳــﺌﻠﺔ ﻻ أﺟــﺪ ﻟﻬــﺎ ﺟــﻮاب‪» .‬ﻣــﺎ أذﻫــﺐ وﻛﻨــﺖ أﻋــﺮف إﻟـــﻰ أﻳــﻦ‬ ‫ﺳــﺄﺧﺘﺎر أن أدرﺳــﻪ اﻟﻴــﻮم ﺳﻴﺸــﻜﻞ أﺗﺠــﻪ‪.‬‬ ‫ﻣﺴــﺘﻘﺒﲇ‪ «.‬ﻣــﺎذا ﻟــﻮ اﺧــﱰت ﻗﺴــﻢ‬ ‫أو ﻛﻠﻴــﺔ وﰲ ﻧﺼــﻒ اﻟﻄﺮﻳــﻖ ﻗــﺮرت فـــي السنة الثالثة‪:‬‬ ‫ﺳــﻨﺘﻲ اﻟﺜﺎﻟﺜــﺔ‪ .‬ﰲ ذﻟــﻚ اﻟﻮﻗــﺖ ‪،‬‬ ‫أﻧﻬــﺎ ﻻ متــﺖ ﳌــﺎ أرﻳــﺪه ﺑﺼﻠــﺔ؟‬ ‫ﻫــﻞ أﺷــﺎرك ﰲ اﻟﻨﺸــﺎﻃﺎت اﻟﻜﺜــرية أدرﻛــﺖ أن »أﻧــﺎ« اﻟﺘــﻲ ﻛﻨــﺖ أﻋﺘﻘــﺪ‬ ‫اﻟﺘــﻲ ﺗﺘﻴﺤﻬــﺎ اﻟﺠﺎﻣﻌــﺔ أو أﺧﺘــﺎر أن أﻧﻨــﻲ أﻋﺮﻓﻬــﺎ ﰲ ﺳــﻨﺘﻲ اﻷوﱃ ﻫــﻲ‬ ‫أرﻛــﺰ ﰲ دراﺳــﺘﻲ؟ ﻫــﻞ وﻣــﺎذا ﻟــﻮ ﻻ أﺣــﺪ‪ .‬وﻻ متــﺖ ﳌــﻦ أﻛــﻮن ﰲ‬ ‫ﻳﺤﻄــﻮين ﰲ ﻛﻞ ﻣــﻜﺎن وﻛﺄين أﺗﺨــﺬ اﻟﺤﻘﻴﻘــﺔ ﺑﺼﻠــﺔ‪ .‬ﻟﻘــﺪ ﺑــﺪأت مبﻌﺮﻓــﺔ‬ ‫ﻣــﺎ اﺳــﺘﻤﺘﻌﺖ ﺑــﻪ وﻣــﺎ مل أﻓﻌﻠــﻪ‪.‬‬ ‫ﻗــﺮارات ﺳــﺘﻐري اﻟﻌــﺎمل‪.‬‬ ‫وﻣــﻊ ﻧﻬﺎﻳــﺔ اﻟﺴــﻨﺔ اﻷوﱃ أدرﻛــﺖ ﻟﻘــﺪ ﺑــﺪأت ﰲ ﻣﻌﺮﻓــﺔ اﻟﺼﻔــﻮف‬ ‫أن ﻛﻞ ﻫــﺬه اﻟﻘــﺮارات ﻟــﻦ ﺗﻐــري اﻟﺘــﻲ أﻓﺎدﺗﻨــﻲ وﺗﻠــﻚ اﻟﺘــﻲ مل ﺗﻜــﻦ‬ ‫اﻟﻌــﺎمل وﻻ ﺣﺘــﻰ ﻋﺎﳌــﻲ أﻧــﺎ‪ .‬ﻣــﺎ ﻫــﻲ ذات ﻣﻐــﺰى ﻛﺒــري ﺑﺎﻟﻨﺴــﺒﺔ ﱄ‪.‬‬ ‫ﺑــﺪأت أﻋﻠــﻢ اﻷﺷــﻴﺎء اﻟﺘــﻲ ﻛﻨــﺖ‬ ‫إﻻ ﻣﺠــﺮد إﺟــﺮاءات ﻧﺤــﻮ ﺗﺤﻘﻴــﻖ‬ ‫ﻫــﺪف اﻟﺘﺨــﺮج‪ .‬وأﻧﺘﻬــﺖ أول ﺳــﻨﺔ أرﻏــﺐ ﰲ ﺗﺤﺴــﻴﻨﻬﺎ ﰲ ﺷــﺨﺼﻴﺘﻲ‬ ‫وأﻧــﺎ ﻻ أﺷــﻌﺮ ﺑــﴚء ﻣﻌــني ﺗﺠــﺎه وﻣﻬــﺎرايت واﻵﺧﺮﻳــﻦ اﻟــﺬي أﺣــﺐ‬ ‫اﻟﺠﺎﻣﻌــﺔ‪ .‬مل أﻛﺮﻫﻬــﺎ وﻟﻜﻨــﻲ مل أن أﺗﺠﺎﻫﻠﻬــﺎ‪ .‬وﻟﻜــﻦ ﺣﺘــﻰ ﰲ ذﻟــﻚ‬ ‫أﺣﺒﻬــﺎ‪ .‬مل أﻛــﻦ ﻣﺘﺤﻤﺴــﺔ ﻟﻠﺴــﻨﻮات اﻟﻮﻗــﺖ‪ ،‬ﻣــﺎ زﻟــﺖ ﻛﻨــﺖ أؤﻣــﻦ‬ ‫اﻟﺜــﻼث اﻟﻘﺎدﻣــﺔ‪ ،‬ﻟﻜﻨﻨــﻲ ﻛﻨــﺖ ﻗﻠﻘــﺔ ﺑﺎﻷﺷــﻴﺎء اﻟﺘــﻲ ﻻ أراﻫــﺎ ﺻﺤﻴﺤــﺔ‬

‫اﻟﻴــﻮم‪ .‬ﻛﻨــﺖ أؤﻣــﻦ ﺑﺎﻟﻄﻴﺒــﺔ واﻟﻌﻄﺎء‬ ‫اﳌﻄﻠــﻖ‪ ،‬ﻛﻨــﺖ أؤﻣــﻦ ﺑﺎﻟﻨــﺎس اﻟﺬﻳــﻦ‬ ‫ﻳﺒﻘــﻮن اﻟﻮﻋــﻮد واﻷﺣــﻼم اﻟﺘــﻲ‬ ‫ﺗﺘﺤﻘــﻖ ﻓﻘــﻂ إذا ﺑﺬﻟــﺖ ﺟﻬــﺪا ً‪ .‬أﻧــﺎ‬ ‫ﻻ أﻗــﻮل إﻧﻨــﻲ ﻣﺘﺸــﺎمئﺔ اﻵن‪ ،‬ﻟﻜﻨﻨــﻲ‬ ‫أﻗــﻮل إﻧﻨــﻲ ﻋﺮﻓــﺖ أن اﻟﺤﻴــﺎة‬ ‫ﻟﻴﺴــﺖ ﻣﻠﻮﻧــﺔ ﺑﺎﻟﻠــﻮن اﻟــﻮردي وأن‬ ‫ﻫﻨــﺎك اﺧﺘــﻼف وﻣﺴــﺘﻮﻳﺎت ﰲ ﻛﻞ‬ ‫ﳾء‪.‬‬ ‫فـــي السنة الرابعة‪:‬‬ ‫ﻫﻨــﺎك اﺧﺘــﻼف أﻳﻀــﺎً ﻣــﺎ ﺑــني‬ ‫ﺑﺪاﻳــﺔ ﺳــﻨﺘﻲ اﻟﺮاﺑﻌــﺔ واﻵن‪ .‬أدرﻛــﺖ‬ ‫أن اﻷﺷــﻴﺎء اﻟﺘــﻲ ﻛﻨــﺎ ﻧﺮﻏــﺐ ﺑﻬــﺎ‬ ‫ﰲ ﺑﻌــﺾ اﻷﺣﻴــﺎن ﻻ ﺗــﺪوم‪ .‬ﻟﻘــﺪ‬ ‫اﻛﺘﺸــﻔﺖ أن ﻣــﺎ ﻧﺨﻄــﻂ ﻟﻨﻔﺴــﻨﺎ‬ ‫وﺣﻴﺎﺗﻨــﺎ ﻗــﺪ ﻻ ﺗﺤــﺪث دامئًــﺎ وﻫــﺬا‬ ‫ﻻ ﻳﺠــﺐ أن ﻳﻜــﻮن دامئًــﺎ أﻣــ ًﺮا‬ ‫ﺳــﻴﺌًﺎ‪ .‬ﻟﻘــﺪ ﺗﻌﻠﻤــﺖ ﻗﺒــﻮل اﻟﺘﻐﻴــري‬ ‫واﻟﺨﺴــﺎرة ‪ ،‬ﻋــﲆ اﻷﻗــﻞ أﺣــﺎول‪.‬‬ ‫ﺗﻌﻠﻤــﺖ أن أﺗــﺮك اﻟﻨــﺎس واﻷﺷــﻴﺎء‬ ‫ﻋﻨﺪﻣــﺎ ﻻﺗﻜــﻮن ﻣﻴــﴪة ﱄ‪ .‬ﻟﻘــﺪ‬ ‫ﺗﻌﻠﻤــﺖ أن ﻣﻐــﺎدرة اﻟﺠﺎﻣﻌــﺔ‬ ‫ﻟﻴﺴــﺖ أﺳــﻮأ ﳾء ﰲ ﺣﻴــﺎيت وﻟﻜﻨﻬــﺎ‬ ‫ﻟﻴﺴــﺖ أﻛــرث اﻟﺘﺠــﺎرب إﺛــﺎرة‪ .‬أﻋﺘﻘــﺪ‬ ‫أﻧﻨــﻲ ﺗﻌﻠﻤــﺖ اﻟﺘﻮﻗــﻒ ﻋــﻦ رؤﻳــﺔ‬ ‫اﻟﺤﻴــﺎة ﺑﺎﻷﺑﻴــﺾ واﻷﺳــﻮد‪.‬‬ ‫ﰲ اﻷﻳــﺎم اﳌﻘﺒﻠــﺔ أﻗــﻮم ﺑﺘﻮدﻳــﻊ‬ ‫ﺣﻴــﺎيت اﻟﺠﺎﻣﻌﻴــﺔ أﻗــﻮم ﺑﺘﻮدﻳــﻊ‬ ‫ﻫــﺬا اﻟﻨــﻮع ﻣــﻦ اﻟﺘﻌﻠﻴــﻢ وﻫــﺬا‬ ‫اﻟﻨــﻮع ﻣــﻦ اﻟﻨﻈــﺎم‪ .‬ﺳــﺄﺗﺮك ﻫــﺬا‬ ‫اﳌــﻜﺎن ﻟﻠﺨــﺮوج ﻻﻛﺘﺸــﻒ اﳌﺰﻳــﺪ‬ ‫ﻋــﻦ ﻧﻔــﴘ و اﻟﻌــﺎمل‪ .‬ﻛﻞ ﻣــﺎ ميﻜﻨﻨــﻲ‬ ‫ﻗﻮﻟــﻪ ﻟﺰﻣــﻼيئ اﻟﻄــﻼب ‪،‬ﻻ ﺗﺘﻤﺴــﻜﻮا‬ ‫ﺑﺘﻮﻗﻌــﺎت ﻋــام ﺗﺤﺘــﺎج إﱃ ﺗﻌﻠﻤــﻪ‪.‬‬ ‫ﻻ ﺗﺤــﺎرب اﻟﺘﻐﻴــري ‪ ،‬ﻻ ﺗﻜﺮﻫــﻪ وﻻ‬ ‫ﺗﺘﻮﻗــﻒ ﻋــﻦ اﻟﺘﻄــﻮر‪ .‬ﺳــﻮف ﺗﺘﻌﻠــﻢ‬ ‫ﻣــﺎ ﺗﺤﺘﺎﺟــﻪ‪ .‬ﺳــﻮف ﺗﻜــﻮن ﻣــﻦ‬ ‫ﻳﺠــﺐ أن ﺗﻜــﻮن‪ .‬ﺳــﻮف متــﺮ اﻷﻳــﺎم‬ ‫وﰲ أﺧــﺮ أﻳﺎﻣــﻚ ﰲ اﻷﻣﺮﻳﻜﻴــﺔ ﺳــﻮف‬ ‫ﺗﻘــﺮر ﻣــﻦ أﻧــﺖ اﻟﻴــﻮم ﻣــﻦ ﺗﺮﻳــﺪ أن‬ ‫ﺗﻜــﻮن ﻏــﺪا ً‪.‬‬

‫الطبقيــة والصحة النفســية‬

‫كتب‪ :‬جيداء طه‬

‫اﻷﺳــﺒﻮع اﳌــﺎﴈ‪ ،‬ذﻫﺒــﺖ اﱃ أﺣــﺪ‬ ‫ﻣﺮاﻛــﺰ اﻟﻄــﺐ اﻟﻨﻔــﴘ ﻹﺣــﺪى‬ ‫اﻟﺠﺎﻣﻌــﺎت ﻣــﻊ ﺻــﻒ ﻋﻠــﻢ‬ ‫اﻟﻨﻔــﺲ‪ .‬ﻛﺎن اﻟﻬــﺪف ﻣــﻦ اﻟﺰﻳــﺎرة‬ ‫رؤﻳــﺔ اﳌﺮﻛــﺰ وﺣــﺎﻻت اﻻﺿﻄــﺮاب‬ ‫اﻟﻨﻔــﴘ يك ﻧﻄﺒــﻖ ﻣــﺎ درﺳــﻨﺎه‬ ‫ﻧﻈﺮﻳــﺎ‪.‬‬ ‫ﻣــﻊ أﻧﻨــﻲ ﻛﻨــﺖ أﻋﻠــﻢ أﻧﻨــﺎ‬ ‫ﺳــرنى ﺑﻌــﺾ اﻟﺤــﺎﻻت اﳌﺮﺿﻴــﺔ‪،‬‬ ‫اﻧﻬﻤﻜــﺖ ﻓﻘــﻂ ﰲ ﻓﻜــﺮة‬ ‫اﻟﺘﺸــﺨﻴﺺ واﻟﺪراﺳــﺔ ومل ﺗﺨﻄــﺮ‬ ‫ﻋــﲆ ﺑــﺎﱄ ﻓﻜــﺮة ﻛﻴﻔﻴــﺔ رؤﻳﺘﻬــﻢ‪.‬‬ ‫ﻓﻌﻨﺪﻣــﺎ وﺻﻠﻨــﺎ‪ ،‬ﻓﻮﺟﺌــﺖ أﻧﻨــﺎ‬ ‫ﺳــﻨﺠﻠﺲ ﺑﻘﺎﻋــﺔ ﻣﺤــﺎﴐات‬ ‫وﻳﺘﻔــﺎوت ﻋﻠﻴﻨــﺎ‬ ‫واﺳــﻌﺔ‬ ‫اﳌﺮﻳــﺾ ﺗﻠــﻮ اﻵﺧــﺮ‪ .‬ﻛﺎن‬ ‫اﳌﺮﻳــﺾ ﻳﺪﺧــﻞ ﻟﻴﺠﻠــﺲ ﻋــﲆ‬ ‫ﻛــﺮﳼ أﻣﺎﻣﻨــﺎ ﺟﻤﻴﻌــﺎ وﺗﺴــﺄﻟﻪ‬ ‫اﻟﺪﻛﺘــﻮرة اﻟﻌﺪﻳــﺪ ﻣــﻦ اﻻﺳــﺌﻠﺔ‬ ‫ﻟــيك ﻧﺴــﺘﻄﻴﻊ ﻓﻬــﻢ اﳌﺰﻳــﺪ ﻋــﻦ‬ ‫اﻷﻣــﺮاض اﻟﻨﻔﺴــﻴﺔ‪.‬‬ ‫ﻃــﻮال اﳌﺤــﺎﴐة‪ ،‬مل ﻳﺸــﻐﻞ‬ ‫ﺗﻔﻜــريي اﻟﺘﺸــﺨﻴﺺ ﻣﺜﻠــام ﺷــﻐﻠﻪ‬ ‫اﻟﺘﺴــﺎؤل ﻋــﻦ ﻣﻘــﺪار ﺻــﻮاب‬ ‫وأﺧﻼﻗﻴــﺔ ﺗﻠــﻚ اﻟﻄﺮﻳﻘــﺔ‪.‬‬ ‫أﻋﻠــﻢ ﺟﻴــﺪا أن اﻟﻐﺎﻳــﺔ ﻣــﻦ‬ ‫اﻟﺰﻳــﺎرة ﻟﻠﻌﻠــﻢ اﻟــﺬي ﰲ اﻟﻨﻬﺎﻳــﺔ‬ ‫ﻳﺴــﺎﻋﺪ ﻣــﺮﴇ أﻛــرث‪ ،‬وﻟﻜــﻦ ﻫــﻞ‬ ‫اﻟﻐﺎﻳــﺔ دامئــﺎ ﺗــﱪر اﻟﻮﺳــﻴﻠﺔ؟‬ ‫اﳌﺸــﻜﻠﺔ ﻫﻨــﺎ أن ﺗﻠــﻚ اﻟﻄﺮﻳﻘــﺔ‬ ‫ﰲ اﻷﻏﻠــﺐ ﻻ ﺗﺴــﺘﺨﺪم ﺑﻬــﺬا‬ ‫اﻟﺸــﻜﻞ اﻻ ﰲ اﳌﺮاﻛــﺰ اﻷﻛﺎدميﻴــﺔ‪.‬‬ ‫أﺗﺬﻛــﺮ ﻋﻨﺪﻣــﺎ ذﻫﺒــﺖ اﱃ‬ ‫ﻣﺴﺘﺸــﻔﻰ ﺧﺎﺻــﺔ ﻣﻨــﺬ ﻋﺎﻣــني‪ ،‬مل‬ ‫ﻧﺴــﺘﻄﻊ رؤﻳــﺔ أي ﺣــﺎﻻت ﻣﺮﺿﻴــﺔ‬ ‫ﺣﻴــﺚ رأﻳﻨــﺎ ﻓﻘــﻂ اﳌﺴﺘﺸــﻔﻲ‬ ‫واﻟﻄــﺮق اﻟﺘــﻲ ﻳﺴــﺘﺨﺪﻣﻮﻧﻬﺎ‬ ‫ﻟﻠﻌــﻼج‪.‬‬ ‫ﺗﻠــﻚ اﳌﺴﺘﺸــﻔﻴﺎت اﻟﺨﺎﺻــﺔ‬ ‫ﺗ ُﺠــﱪ ﻋــﲆ اﺣــﱰام ﺣﻘــﻮق‬ ‫ﻣﺮﺿﺎﻫــﻢ وﺧﺼﻮﺻﻴﺘﻬــﻢ ﻷﻧﻬــﺎ‬ ‫ﺑﺒﺴــﺎﻃﺔ أﻛــرث ﺗﻜﻠﻔــﺔ‪ .‬ﺑﻴﻨــام‬

‫اﳌﺴﺘﺸــﻔﻴﺎت اﻷﻛﺎدميﻴــﺔ أرﺧــﺺ‬ ‫مثﻨــﺎ ﺣﻴــﺚ ﻳﻌﻠــﻢ اﳌــﺮﴇ‬ ‫وأﻫﻠﻬــﻢ أﻧﻬــﻢ ﻳﺴــﺘﺨﺪﻣﻮن ﰲ‬ ‫اﻷﺑﺤــﺎث اﻷﻛﺎدميﻴــﺔ‪ .‬ﰲ ﻛﻠــامت‬ ‫أﺧــﺮى‪ ،‬ﻃﺒﻘﺘــﻚ اﻻﺟﺘامﻋﻴــﺔ ﻻ‬ ‫ﺗﺤــﺪد ﻓﻘــﻂ ﺟــﻮدة أو رﻓﺎﻫﻴــﺔ‬ ‫اﻟﺨﺪﻣــﺎت اﻟﺘــﻲ ﺗﺘــﺎح ﻟــﻚ‪ ،‬ﺑــﻞ‬ ‫ﺗﺤــﺪد ﻗﻴﻤﺘــﻚ ﻛﺈﻧﺴــﺎن وﻗﻴﻤــﺔ‬ ‫ﺣﻘﻮ ﻗــﻚ ‪.‬‬ ‫ﻣــﻦ ﺑــني ﻛﻞ ﺻــﻮر اﻟﻈﻠــﻢ‬ ‫اﻻﺟﺘامﻋــﻲ‪ ،‬أﻋﺘﻘــﺪ أن ﻫــﺬا‬ ‫اﻟﺸــﻜﻞ ﻫــﻮ اﻷﺑﺸــﻊ ﻋــﲆ‬ ‫اﻹﻃــﻼق‪ .‬وﻓﻜــﺮة أن اﳌﺮﻳــﺾ‬ ‫ﻳﻌﻠــﻢ أن ﺣﺎﻟﺘــﻪ ﺗــﺪرس ﻻ‬ ‫ﺗﺤﺴــﻦ اﻟﻮﺿــﻊ‪ ،‬ﻓﻬــﻮ ﻟﻴــﺲ ﰲ‬ ‫ﺣﺎﻟــﺔ ﺻﺤﻴــﺔ ﺳــﻠﻴﻤﺔ ﺗﺴــﻤﺢ‬ ‫ﻟــﻪ ﺑــﺈدراك ﻋﻮاﻗــﺐ ﻗﺮاراﺗــﻪ‬ ‫وأ ﻓﻌﺎ ﻟــﻪ ‪.‬‬ ‫ﻻ أﻋﺘﻘــﺪ أن أى إﻧﺴــﺎن ﺳــﻴﻘﺒﻞ‬ ‫ﻋــﲆ ﻧﻔﺴــﺔ أو أﺣــﺪ أﻓــﺮاد‬ ‫ﻋﺎﺋﻠﺘــﻪ ﺑﺎﻟﺠﻠــﻮس أﻣــﺎم ﺣﺸــﺪ‬ ‫ﻣــﻦ اﻟﻐﺮﺑــﺎء ﻟﻠﺘﺤــﺪث ﻋــﻦ أﻣــﻮر‬ ‫ﺷــﺨﺼﻴﺔ ﺗﺴــﺒﺒﺖ ﰲ إﻳﺬاﺋــﻪ أو‬ ‫ﺣﺘــﻰ ﻳﻘﺒــﻞ أن ﻳــﺮاه اﻟﻨــﺎس ﰲ‬ ‫ﺿﻌﻔــﻪ أو ﺗﺄﺛــﺮه‪ ،‬اﻻ اذا ﻛﺎن ﺣﻘــﺎ‬ ‫ﻣﻀﻄــﺮ‪.‬‬ ‫ﻓﻤــﻦ اﳌﻤﻜــﻦ أن ﻳﺴــﻤﺢ‬ ‫اﻟﻘﺎﻧــﻮن ﺑﺬﻟــﻚ ﻋــﻦ ﻃﺮﻳــﻖ أﺧــﺬ‬ ‫ﻣﻮاﻓﻘــﺔ اﻷﻫــﻞ واﳌﺮﻳــﺾ‪ ،‬ﻟﻜــﻦ‬ ‫ﻫــﺬا ﻻ ﻳﻌﻨــﻲ ﺑﺎﻟــﴬورة أﻧــﻪ‬ ‫ﺻــﻮاب أﺧﻼﻓﻴــﺎ‪.‬‬ ‫ﻛــام أن ﻣﻮاﻓﻘــﺔ اﻷﻫــﻞ واﳌــﺮﴇ‬ ‫ﺗﻈﻬــﺮ ﻣﺸــﻜﻠﺔ أﻛــﱪ وﻫــﻲ‬ ‫ﻋــﺪم إدراﻛﻬــﻢ ﻟﺤﻘــﻮق اﳌــﺮﴇ‬ ‫اﻟﺒﺪﻳﻬﻴــﺔ ﻣــﻦ ﴎﻳــﺔ ﻋﻼﻗــﺔ‬ ‫اﳌﺮﻳــﺾ ﺑﻄﺒﻴﺒــﺔ وﻏريﻫــﺎ‪ .‬وﻫــﺬا‬ ‫ﻳﺴــﻬﻞ ﺟﻌــﻞ ﻛﻞ ﻣــﺎ ﻫــﻮ ﻏــري‬ ‫ﻣﺒــﺎح ﻟﻠﻄﺒﻘــﺎت اﻟﻘــﺎدرة‪ ،‬ﻣﺒﺎﺣــﺎ‬ ‫ﻟﻠﻄﺒﻘــﺎت اﻷﻗــﻞ‪.‬‬ ‫ﻫــﺬا ﻻ ﻳﻌﻨــﻲ أﻧﻨــﻲ ﺿــﺪ‬ ‫دراﺳــﺔ اﻟﺤــﺎﻻت اﳌﺮﺿﻴــﺔ ﺳــﻮاء‬ ‫ﻧﻔﺴــﻴﺔ أو ﺟﺴــﺪﻳﺔ ﻣــﻦ أﺟــﻞ‬ ‫اﻟﻌﻠــﻢ‪ ،‬ﻟﻜــﻦ اﻟﻄﺮﻳﻘــﺔ ﻧﻔﺴــﻬﺎ‬ ‫ﻫــﻲ اﻷﻫــﻢ‪.‬‬ ‫ﻣﺜــﻼ‪ ،‬ﺑــﺪﻻ ﻣــﻦ ﻧــﺰول اﳌﺮﻳــﺾ‬ ‫ﻟﻘﺎﻋــﺔ اﳌﺤــﺎﴐة ﻟﻴﺘﺤــﺪث أﻣــﺎم‬ ‫اﻟﺠﻤﻴــﻊ‪ ،‬ﻣــﻦ اﳌﻤﻜــﻦ أن ﻳﻘﺴــﻢ‬ ‫اﻟﻄــﻼب ﳌﺠﻤﻮﻋــﺎت ﻣــﻦ ﺛﻼﺛــﺔ‬ ‫إﱃ أرﺑﻌــﺔ ﻃﺎﻟﺒــﺎ وﻳﺤــﴬون‬ ‫ﺟﻠﺴــﺔ ﻣــﻊ اﻟﺪﻛﺘــﻮر ﺑﻐﺮﻓــﺔ‬ ‫ﻃﺒﻴﻌﻴــﺔ أو اﻟﻌﻴــﺎدة‪.‬‬ ‫ﻛــام ﻳﺠــﺐ أن ﻳﺴــﺄل اﻟﺪﻛﺘــﻮر‬ ‫ﻟﻠﻤــﺮﴇ أوﻻ ﻋــﻦ ﻓﻜــﺮة ﺣﻀــﻮر‬ ‫ﻃــﻼب ﻣــﻦ اﻟﺨــﺎرج واﻟﻔﻜــﺮة ﻣــﻦ‬ ‫ﺣﻀﻮرﻫــﻢ‪ ،‬ﺣﻴﻨﻬــﺎ ﻳﺸــﻌﺮ اﳌﺮﻳــﺾ‬ ‫ﺑﺎﻻﻃﻤﺌﻨــﺎن وﺣﻘــﺎ ﺗﺼﺒــﺢ اﻟﺒﻴﺌــﺔ‬ ‫ﺻﺎﻟﺤــﺔ ﻟﻠﻌﻠــﻢ واﻻﺳــﺘﻔﺎدة‬ ‫ﺑــﺪون اﻧﺘﻬــﺎك ﺣﻘــﻮق اﻟﻐــري‪.‬‬

‫اآلراء املنشــورة بالقافلــة ال تعبــر‬ ‫عــن وجهــة نظــر اجلر يــدة‬ ‫أو مجتمــع اجلامعــي وتخــص‬ ‫أصحابهــا‬

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‫أو قم بزيارة مكتب التحرير‬ ‫‪jameel po28‬‬


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‫اﻷﺣﺪ ‪ ٦‬ﻣﺎﻳﻮ‪٢٠١٨ ،‬‬

‫الـحـــفــــاظ عــــ‬ ‫ـلىـحي خريجــة اجلامعــة األمريكية تعود مبشــروع الكلمة‬ ‫نـــمــــط حـــيــــاة صــــ‬ ‫تقرير‪ :‬هبة عبدالوهاب‬

‫ﻧﻈــﻢ ﻣﺮﻛــﺰ اﻟﺘﻌﻠﻴــﻢ واﻟﺘﺪرﻳــﺲ‬ ‫ﺑﺎﻟﺠﺎﻣﻌــﺔ اﻻﻣﺮﻳﻜﻴــﺔ ﺑﺎﻟﻘﺎﻫــﺮة ورﺷــﺔ‬ ‫ﺗﻌﻠﻴﻤﻴــﺔ ﳌﺴــﺎﻋﺪة اﻟﻄــﻼب وﺗﺤﻔﻴﺰﻫﻢ‬ ‫اﺳــﺘﻌﺪادا ﳌﻮاﺟﻬــﺔ ﺻﻌــﺎب اﻟﺪراﺳــﺔ‬ ‫ﻣــﻦ ﺧــﻼل ﻣﻨﺎﻗﺸــﺎت وﻧﺼﺎﺋــﺢ‬ ‫ﺗﻌﻄﻴﻬــﻢ اﻟﺪﻓﻌــﺔ ﻟﻠﺘﺤــﺮك واﻟﺘﻐــري‬ ‫ﺑﺎﻟﺘﻌــﺎون ﻣــﻊ أﻋﻀــﺎء ﻫﻴﺌــﺔ اﻟﺘﺪرﻳــﺲ‬ ‫ﺣــﻮل ﺗﺼﻤﻴــﻢ اﳌﻨﻬﺠﻴــﺎت واﳌامرﺳــﺎت‬ ‫ﻟﻠﺘﻌﺎﻣــﻞ ﻣــﻊ اﻟﻄــﻼب ﻏــري اﳌﺴــﺘﻌﺪﻳﻦ‬ ‫ﰲ ﻣﺨﺘﻠــﻒ اﻟﺘﺨﺼﺼــﺎت ﰲ ﻳــﻮم‬ ‫اﻷرﺑﻌــﺎء اﳌﻮاﻓــﻖ ‪ ١٨‬اﺑﺮﻳــﻞ ﰲ ﻣﺒﻨــﻰ‬ ‫اﳌﻜﺘﺒــﺔ‪.‬‬ ‫ﻳﻘــﺪم اﻟﻮرﺷــﺔ ﻛﻼ ﻣﻦ ﻫــﺪي ﻣﺼﻄﻔﻲ‪،‬‬ ‫وﻫــﻲ أﺳــﺘﺎذ ﻣﺸــﺎرك ﻣﺴــﺎﻋﺪ ﳌﺮﻛــﺰ‬ ‫اﻟﺘﻌﻠﻴــﻢ واﻟﺘﺪرﻳــﺲ ﺑﺠﺎﻣﻌــﺔ اﻣﺮﻳﻜﻴــﺔ‬ ‫ﺑﺎﻟﻘﺎﻫــﺮة و ﻛﺎروﻟــني ﻣــﱰي‪ ،‬ﻣﺎﺟﺴــﺘري‬ ‫ﰲ ﻋﻠــﻢ أﺻــﻮل اﻟﺘﺪرﻳــﺲ واﻟﺘﻘﻴﻴــﻢ ﰲ‬ ‫اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ ﺑﺎﻟﻘﺎﻫــﺮة ﺣﻴــﺚ‬ ‫أﻗﺎﻣــﻮا ﺑﺤــﺚ ﺑــني اﻟﻄﻠﺒــﺔ ﳌﻌﺮﻓــﺔ‬ ‫اﻟﺴــﺒﺐ وراء ﻋــﺪم ﺗﺤﻔﻴــﺰ اﻟﻄــﻼب‬ ‫وﺷــﻌﻮرﻫﻢ ﺑﺎﳌﻠــﻞ ﺗﺠــﺎه ﻣــﻮاد ﻣﻌﻴﻨــﺔ‬ ‫وﻛﻴــﻒ ميﻜــﻦ ﺗﻐﻴــري ﻫــﺬا اﻷﺳــﻠﻮب‬ ‫مبﺴــﺎﻋﺪة ﻧﺨﺒــﺔ ﻣــﻦ اﳌﺪرﺳــني‪.‬‬ ‫ﻗﺎﻟــﺖ ﻣــﱰي‪ ،‬إن اﻟﻬــﺪف ﻣــﻦ‬ ‫اﻟﻮرﺷــﺔ ﻫــﻮ ﺗﻄﻮﻳــﺮ وﺗﻨﻮﻳــﻊ أﺳــﺎﻟﻴﺐ‬ ‫اﻟﺘﺪرﻳــﺲ ﻟﻠﺮﻓــﻊ ﻣــﻦ أداء اﻟﻄــﻼب و‬ ‫اﺳــﺘﻔﺎدﺗﻬﻢ ‪،‬وﻟﺘﺤﻘﻴــﻖ ذﻟــﻚ ﻻﺑــﺪ ﻣــﻦ‬ ‫اﻟﱰﻛﻴــﺰ ﻋــﲆ اﻟﺘﻌﻠﻴــﻢ اﻟﺘﻔﺎﻋــﲇ‪.‬‬ ‫ﺑﻴﻨــام رﻛــﺰت ﻣﺼﻄﻔــﻲ ﻋــﲆ‬ ‫اﻗﱰاﺣــﺎت ووﺳــﺎﺋﻞ ﺗﺤﻔﻴــﺰ اﻟﻄــﻼب‬ ‫وﺗﻨﻮﻳــﻊ اﻟﻨﺸــﺎﻃﺎت داﺧــﻞ اﻟﻔﺼــﻮل‬ ‫اﻟﺪراﺳــﻴﺔ‪ .‬ﻋــﲇ ﺳــﺒﻴﻞ اﳌﺜــﺎل‪ ،‬إﻋﻄــﺎء‬ ‫ﺗﻮﺟﻴﻬــﺎت واﺿﺤــﺔ و ﺗﺤﺪﻳــﺪ دﻗﻴــﻖ‬ ‫ﻟﻸﻫــﺪاف و اﳌــﺪة اﻟﺰﻣﻨﻴــﺔ و اﻹﺟﺮاءات‬ ‫و اﻳﻀــﺎ ﻣﺴــﺎﻋﺪة اﻟﻄــﻼب ﻋــﲆ ﻓﻬــﻢ‬ ‫وﺗﺼــﻮر وﺗﺼﻨﻴــﻒ ﻣــﺎ ﻳﺘﻌﻠﻤﻮﻧــﻪ ﻋــﱪ‬ ‫وﺳــﺎﺋﻞ ﻣﺒﺴــﻄﺔ ﻟﺮﺑــﻂ اﳌﻌﻠﻮﻣــﺎت‬ ‫اﻟﺠﺪﻳــﺪة ﺑﺎﳌﻌﻠﻮﻣــﺎت اﻟﻘﺪميــﺔ‪.‬‬ ‫أﺿــﺎف ﻣﺼﻄﻔــﻰ أن أﻫــﻢ اﻷﻓــﻜﺎر‬ ‫ﻹﺑﻌــﺎد اﳌﻠــﻞ ﻋــﻦ اﻟﻄــﻼب ﺣﻴــﺚ‬ ‫ﻳﻨﺒﻐــﻲ إﴍاك اﻟﻄــﻼب ﰲ اﻟــﺪروس‬ ‫ﻣــﻦ ﺧــﻼل أﻧﺸــﻄﺔ ﺑﺪﻧﻴــﺔ ﺑﺴــﻴﻄﺔ‬ ‫اﻟﺘﻨﻘــﻞ ﺑــني اﳌﺠﻤﻮﻋــﺎت وﺧﺘــﺎم اﻟﺪرس‬ ‫مبﻠﺨــﺺ ﻳﺮﺑــﻂ اﻟــﺪرس ﺑﺎﻟﻮاﻗــﻊ اﻟﻌﻤﲇ‬ ‫ﻟﺤﻴــﺎة اﻟﻄــﻼب ﳌﺴــﺎﻋﺪﺗﻬﻢ ﰲ اﻟﺤــﺎﴐ‬ ‫واﳌﺴــﺘﻘﺒﻞ‪.‬‬

‫ﻗﺎﻟــﺖ ﻣــﱰي »ﻣﻮاﺟﻬــﺔ اﻟﻌﻮاﺋــﻖ‬ ‫اﻟﺘــﻲ ﺗﺤــﻮل دون ﺗﻌﻠﻴــﻢ ﺟﻴــﺪ ﻟﻴــﺲ‬ ‫أﻣــﺎم اﳌﺪرﺳــني ﻣــﻦ ﺣــﻞ ﺳــﻮى‬ ‫اﺳــﺘﻌامل اﺳــﱰاﺗﻴﺠﻴﺎت اﻟﺘﻌﻠــﻢ‬ ‫اﻟﻨﺸــﻂ و اﻷﻧﺸــﻄﺔ اﳌﻌﺘﻤــﺪة ﻋــﲆ‬ ‫اﻟﺘﻌﻠﻴــﻢ اﻟﺘﻔﺎﻋــﲇ و ﺑﺘﻌﺒــري أﺑﺴــﻂ‬ ‫ﻋــﲆ اﳌﺪرﺳــني أن ﻳﺘﺄﻛــﺪوا ﻣــﻦ ﺗﻔﺎﻋــﻞ‬ ‫اﻟﻄــﻼب اﳌﺴــﺘﻤﺮ ﻣــﻊ اﻟــﺪرس ﻃﻴﻠــﺔ‬ ‫اﳌــﺪة اﻟﺰﻣﻨﻴــﺔ اﳌﺨﺼﺼــﺔ ﻟــﻪ‪«.‬‬ ‫أﺿﺎﻓــﺖ ﻣــﱰي أن ﻣــﻦ اﳌﻬــﻢ أن‬ ‫ﻳﺤــﺪد اﳌﻌﻠــﻢ أﻫﺪاﻓــﻪ ﻣــﻦ اﻟﺘﺪرﻳــﺲ‪،‬‬ ‫وﺑﺸــﻜﻞ واﺿــﺢ‪ .‬وﻻ ميﻜــﻦ أن ﻳﺘــﻢ‬ ‫ﺗﺪرﻳــﺲ ﻧﺎﺟــﺢ دون وﺟــﻮد أﻫــﺪاف‬ ‫واﺿﺤــﺔ واﻷﻫــﺪاف أﻧــﻮاع‪ ،‬ﻓﻬﻨــﺎك‬ ‫أﻫــﺪاف ﻋﺎﻣــﺔ ﺑﻌﻴــﺪة اﳌــﺪى وﻫﻨــﺎك‬ ‫أﻫــﺪاف ﺧﺎﺻــﺔ وﻣﺮﺣﻠﻴــﺔ‪.‬‬ ‫ﻋﻠــﻖ أﺣــﺪ اﻟﻄــﻼب اﻟﺤﺎﴐﻳــﻦ‬ ‫ان ﺣــﺐ اﳌﻮﺿــﻮع اﳌﻄــﺮوح ﻳﻮﻟــﺪ‬ ‫اﻟﺤــامس واﻟﺪاﻓــﻊ ﻋــﲆ اﻟﻌﻤــﻞ‬ ‫واﻟﺘﻌﻠــﻢ وﰲ ﺑﻌــﺾ اﻷﺣﻴــﺎن ﻳﻜــﻮن‬ ‫ﻣﻨــﺢ اﻟﻄــﻼب ﺑﻌــﺾ وﺳــﺎﺋﻞ اﻟﺘﺪرﻳــﺲ‬ ‫ﻋﺎﻣــﻼً ﻣﺴــﺎﻋﺪا ً ﰲ ﺗﺤﻔﻴﺰﻫــﻢ ﻋــﲆ‬ ‫اﻟﺘﻌﻠــﻢ ﻋﻨﺪﻣــﺎ ﻳﻘﻮﻣــﻮن ﺑﺎﻟﺒﺤــﺚ ﰲ‬ ‫اﳌــﻮاد ﺑﺄﻧﻔﺴــﻬﻢ ﻟﺘﻘﺪميﻬــﺎ‪ ،‬ﻓــﺈن ذﻟــﻚ‬ ‫ﻳﺴــﺎﻋﺪﻫﻢ ﻋــﲆ اﻹرﺗﺒــﺎط ﺑﺎﳌﻮﺿﻮﻋﺎت‬ ‫ﺑﺸــﻜﻞ أﻗــﻮى‪.‬‬ ‫أﺿﺎﻓــﺖ ﻟﻴــﺰا ﺻﺒﺎﻫــﻲ‪ . ،‬أﺳــﺘﺎذ‬ ‫ﻣﺴــﺎﻋﺪ ﰲ ﻗﺴــﻢ ﻋﻠــﻢ اﻻﺟﺘــامع وﻋﻠــﻢ‬ ‫اﳌﴫﻳــﺎت واﻷﻧرثوﺑﻮﻟﻮﺟﻴــﺎ‪ ،‬أن اﻟﻨﻘــﺪ‬ ‫اﻟﺒﻨــﺎء ﻳﻌﻤــﻞ ﻋــﲇ ﺗﺤﻔﻴــﺰ اﻟﻄــﻼب‬ ‫ﻟﺘﺼﺤﻴــﺢ اﻷﺧﻄــﺎء وﻳﺤﺴــﻦ ﻣﻬﺎراﺗﻬــﻢ‬ ‫وﻳﻌــﺰز اﻟﻔﻬــﻢ ﻟﺪﻳﻬــﻢ‪.‬‬ ‫ﻋﻠﻘــﺖ إﺣــﺪى اﻟﺤﺎﴐﻳــﻦ ﻣــﻦ‬ ‫اﻟﻄــﻼب أن اﺗﺒــﺎع ﻧﻔــﺲ اﻷﺳــﻠﻮب‬ ‫ﰲ ﺑﺪاﻳــﺔ ﻛﻞ ﻣﻮﺿــﻮع ﳽء رﺗﻴــﺐ‬ ‫ﻓﻜﻠﻤﺔ«اﻓﺘﺤــﻮا اﻟﻜﺘــﺎب ﺻﻔﺤــﺔ!«‬ ‫أو اﻟﺒــﺪء ﺑﺎﻟﻜﺘﺎﺑــﺔ ﻋــﲆ اﻟﺴــﺒﻮرة‬ ‫ﻣــﻦ اﻷﺷــﻴﺎء اﻟﺘــﻲ اﻋﺘــﺎد ﻋﻠﻴﻬــﺎ أﻛــرث‬ ‫اﳌﻌﻠﻤني‪،‬وﻟﻜــﻦ ﻟﺘﻔــﺎدي اﳌﻠــﻞ ﻳﺠــﺐ‬ ‫ﺑــﺪأ ﻛﻞ درس ﺑﻄﺮﻳﻘــﺔ ﻣﺸــﻮﻗﺔ‪ ،‬ﻓﻤــﺮة‬ ‫ﺑﺎﻟﺴــﺆال وﻣــﺮة ﺑﺎﻟﻘﺼــﺔ وﻣــﺮة ﺑﻌــﺮض‬ ‫اﻟﻮﺳــﻴﻠﺔ اﻟﺘﻌﻠﻴﻤﻴــﺔ وﻣــﺮة ﺑﻨﺸــﺎط‬ ‫ﻃــﻼيب‪.‬‬ ‫اﺧــريا ﻟــﻜﻞ ﻃﺎﻟــﺐ ﺷــﺨﺼﻴﺘﻪ‬ ‫وأﺳــﻠﻮﺑﻪ ﰲ اﺳــﺘﻘﺒﺎل اﳌﻌﻠﻮﻣــﺎت‬ ‫ﻟﺬﻟــﻚ ﻳﺠــﺐ اﻟﺘﻨــﻮع ﰲ اﳌﻮاﺿﻴــﻊ‬ ‫واﻷﻧﺸــﻄﺔ ﻹرﺿــﺎء ﺟﻤﻴــﻊ اﻟﺮﻏﺒــﺎت‬ ‫واﻟﻮﺻــﻮل ﻟﻺﻓــﺎدة اﻟﻘﺼــﻮى‪.‬‬

‫تقرير‪ :‬هبة عبدالوهاب‬

‫ﻧﻈﻤــﺖ ﻛﻠﻴــﺔ إدارة اﻷﻋــامل ﺑﺎﻟﺠﺎﻣﻌــﺔ‬ ‫اﻷﻣﺮﻳﻜﻴــﺔ ﻣﺤــﺎﴐة ﺑﻌﻨﻮان»ﻣــﴩوع‬ ‫اﻟﻜﻠﻤــﺔ« واﻟــﺬي ﻳﻨﺎﻗــﺶ ﻗــﻮة اﻟــﻜﻼم و‬ ‫اﻟﺸــﻌﺮ و ﺗﺄﺛريﻫــﺎ ﻋــﲆ اﻟﻜﺎﺗﺐ واﳌﺴــﺘﻤﻊ‪.‬‬ ‫ﻫﺎﻳــﺪي زﻛﺮﻳــﺎ اﻟﺸــﺎﻋﺮة واﻟﻜﺎﺗﺒــﺔ‬ ‫وﻣﺆﺳﺴــﺔ ﻣــﴩوع اﻟﻜﻠﻤــﺔ‪ ،‬وﻫــﻮ ﻣﻨــﱪ‬ ‫أديب ﻟﻠﻜﺘﺎﺑــﺔ واﻟﺸــﻌﺮ واول ﻣﻨﺼــﺔ ﰲ ﻣﴫ‬ ‫ﻟﺸــﻌﺮ اﻻﻋـﱰاف اﻟــﺬي ﻳﻘــﺎم ﺷــﻬﺮﻳﺎ ﻣﻨــﺬ‬ ‫‪.٢٠١٤‬‬ ‫ﺑــﺪأت زﻛﺮﻳــﺎ ﻛﺘﺎﺑــﺔ اﻟﺸــﻌﺮ واﻟﻘﺼــﺔ‬ ‫اﻟﻘﺼــرية واﻟﺮواﻳــﺔ ﻣﻨﺬ أن ﻛﺎﻧــﺖ ﰲ اﻟﻌﺎﴍة‬ ‫ﻣــﻦ ﻋﻤﺮﻫــﺎ‪ .‬ﺗﺨﺮﺟــﺖ ﻣــﻦ اﻟﺠﺎﻣﻌــﺔ‬ ‫اﻷﻣﺮﻳﻜﻴــﺔ ﻗﺴــﻢ إﻋــﻼم‪ ،‬وﻛﺬﻟــﻚ درﺳــﺖ‬ ‫اﻟﻜﺘﺎﺑــﺔ ﰲ اﻟﺠﺎﻣﻌــﺔ‪ .‬ﺗﺤــﴬ ﺣﺎﻟﻴــﺎ رﺳــﺎﻟﺔ‬ ‫اﳌﺎﺟﺴــﺘري ﰲ اﻷدب اﻹﻧﺠﻠﻴــﺰي ﻣــﻊ اﻟﱰﻛﻴﺰ‬ ‫ﻋــﲆ اﻟﺸــﻌﺮ‪.‬‬ ‫ﻗﺎﻟــﺖ زﻛﺮﻳــﺎ‪» ،‬ﻋﻨﺪﻣــﺎ ﻛﻨــﺖ ﰲ اﻟﻌــﺎم‬ ‫اﻷول ﺑﺎﻟﺠﺎﻣﻌﺔ ﺷﺎﻫﺪت ﻓﻴﺪﻳﻮﻫﺎت ﻟﺸﻌﺮ‬ ‫اﻻﻋـﱰاف ﻋــﲆ اﻹﻧﱰﻧﺖ وأﻋﺠﺒــﺖ ﺑﻬﺎ ﻛﺜريا‬ ‫وﺑﻌــﺪ ﺗﺨﺮﺟﻲ ﺑﺤﺜــﺖ ﻋﻦ أﻣﺎﻛــﻦ ﰲ ﻣﴫ‬ ‫ﺗﻘــﺪم ﻫــﺬا اﻟﻨــﻮع ﻣــﻦ اﻟﺸــﻌﺮ ومل أﺟــﺪ‪،‬‬ ‫ﻓﻘــﺮرت أن أﺑــﺪأ ﻣﴩوﻋــﻲ اﻟﺸــﻌﺮي‪«.‬‬ ‫ﺷــﻌﺮ اﻻﻋــﱰاف ﻫــﻮ ﻛﻼم ﻳُــﺪﱄ ﺑــﻪ‬ ‫اﻟﺸــﺨﺺ ﻋــﲆ ﺳــﺒﻴﻞ اﻻﻋـﱰاف ﻋﻦ ﺑﻌﺾ‬ ‫اﻟﺤﻘﺎﺋﻖ اﻟﺸــﺨﺼﻴﺔ اﻟﺘﻲ ﻳﻔﻀﻞ اﻟﺸــﺨﺺ‬ ‫إﺧﻔﺎءﻫــﺎ وﻟﻜﻦ ﻋﻨﺪﻣﺎ ﻳﻌﱰف اﻟﻨــﺎس داﺧﻞ‬ ‫اﳌﺠﻠــﺲ اﻟﺸــﻌﺮي ﻳﺸــﻌﺮ ﺑﺘﺤﺴــﻦ وراﺣﺔ‬ ‫ﻧﻔﺴﻴﺔ‪.‬‬ ‫ﺑــﺪأت زﻛﺮﻳــﺎ ﻣــﴩوع اﻟﻜﻠﻤﺔ ﻣﻨــﺬ ﺛﻼث‬ ‫ﺳــﻨﻮات وﻧﺼــﻒ‪ ،‬ﻟﻨــﴩ ﻫــﺬا اﻟﻔــﻦ ﰲ‬ ‫ﻣﴫ‪ .‬ﻧﻈﻤﺖ أول ﻓﻌﺎﻟﻴﺔ ﺷــﻌﺮﻳﺔ وأﻋﻠﻨﺖ‬ ‫ﻋﻨﻬــﺎ ﻋﲆ ﻓﻴــﺲ ﺑﻮك‪ ،‬وﺣــﴬ‪ ٢٠‬ﻓــﺮدا أول‬ ‫ﺣﺪث ﻟﺸــﻌﺮ اﻻﻋـﱰاف‪ .‬وﻣﻨﺬ ذﻟــﻚ اﻟﺤني‪،‬‬ ‫ﻧﻈﻤــﺖ ﻫﺎﻳــﺪي‪ ١٧‬ﺣــﺪث ﺣــﴬه اﳌﺌﺎت‬ ‫ﻣﻦ اﳌﺸــﺎرﻛني‪.‬‬ ‫روت زﻛﺮﻳــﺎ ﻋــﻦ ﺣﻀــﻮر اﺣــﺪ اﻟﺸــﺒﺎب‬ ‫اﳌﻠﺘﻘــﻰ ﺑﺎﻋﱰاﻓــﺎت اﻧﺘﺤﺎرﻳــﺔ وﺗﻜــﺮر اﻷﻣﺮ‬ ‫ﺣﺘــﻰ ﺣــيك اﻟﺸــﺎب أﻧــﻪ ﻳﺸــﻌﺮ ﺑﺘﺤﺴــﻦ‬ ‫ﳌﺠــﺮد إﺧ ـﺮاج ﻣــﺎ ﺑﺪاﺧﻠــﻪ اﻣــﺎم اﺷــﺨﺎص‬ ‫ﻳﺴــﺘﻤﻌﻮن وﻳﻨﺼﺘــﻮن ﺟﻌﻠــﺔ ﻳﺠــﺪ اﻟﺮاﺣﺔ‬ ‫ﰲ اﻟﻜﺘﺎﺑــﺔ واﻻﻋ ـﱰاف ﺣﺘــﻰ ﺗﻮﻗــﻒ ﻋــﻦ‬ ‫اﻷﻓــﻜﺎر اﻻﻧﺘﺤﺎرﻳــﺔ‪.‬‬ ‫أﻛــﺪت زﻛﺮﻳــﺎ أن ﻫــﺬا اﻟﻠــﻮن اﻹﺑﺪاﻋــﻲ‬ ‫ﻳﻨــﺪر وﺟــﻮده ﰲ اﻟﺜﻘﺎﻓﺔ اﻟﻌﺮﺑﻴــﺔ اﳌﻌﺎﴏة؛‬ ‫ﻷﺳــﺒﺎب أﺧﻼﻗﻴــﺔ ودﻳﻨﻴــﺔ‪ ،‬وأﺳــﺒﺎب ﺗﺨﺺ‬ ‫اﳌﺠﺘﻤــﻊ اﻟــﺬي ﻳﻜــرث ﻓﻴــﻪ اﳌﺤﺮﻣــﺎت‬

‫ﻫﺒــﺔ ﻋﺒﺪاﻟﻮﻫــﺎب‬

‫ﻣﺤــﺎﴐة ﻣــﴩوع اﻟﻜﻠﻤــﺔ ﺑﺎﻟﺠﺎﻣﻌــﺔ‬

‫وﻳﺘﻜــﻮن ﻟــﺪى ﻛﻞ ﻛﺎﺗــﺐ اﻋﱰاﻓــﺎت رﻗﻴــﺐ‬ ‫داﺧــﲇ أﴍس وأﺷــﺪ ﻋﻨﻔًــﺎ ﻣــﻦ رﻗﻴــﺐ‬ ‫اﳌﺠﺘﻤﻊ‪.‬‬ ‫ﻗﺎﻟــﺖ ﻣﺮﻳــﻢ ﺑــﺮﻛﺎت‪ ،‬ﺷــﺎﻋﺮة وﻣﺪﻳــﺮة‬ ‫ﻣﻮاﻗــﻊ اﻟﺘﻮاﺻــﻞ اﻻﺟﺘامﻋــﻲ ‪»،‬أﺣﺒﺒــﺖ‬ ‫اﻟﻌﻤــﻞ ﻣــﻊ ﻫﺎﻳــﺪي ﰲ ﻣﺠــﺎل اﻟﻜﺘﺎﺑــﺔ‬ ‫واﻟﺸــﻌﺮ وﻟﻜﻨــﻲ ﰲ أول اﻷﻣــﺮ مل أﻣﺘﻠــﻚ‬ ‫اﻟﺸــﺠﺎﻋﺔ ﻟﺼﻌــﻮد اﳌﻨﺼــﺔ وإﻟﻘﺎء ﻣــﺎ أﻛﺘﺒﻪ‬ ‫واﻟــﺬي مل أﺑــﻮح ﺑــﻪ ﻷي ﺷــﺨﺺ أﺑـ ًﺪا وﻟﻜــﻦ‬ ‫ﺑﻌــﺪ ﻣﺸــﺎﻫﺪة اﻟﻨﺠــﺎح واﻋﱰاﻓــﺎت اﻟﻨــﺎس‬ ‫وﺗﺸــﺠﻴﻌﻬﻢ ﻟﺒﻌــﺾ ﺧﻀــﺖ اﻟﺘﺠﺮﺑــﺔ ومل‬ ‫أﺗﻮﻗــﻒ ﻣــﻦ ﺣﻴﻨﻬــﺎ‪«.‬‬ ‫ﻗﺎﻟــﺖ زﻛﺮﻳــﺎ أن اﳌﻠﺘﻘــﻰ ﻳﻌﺘــﱪ ﻟﺒﻌــﺾ‬ ‫اﻟﻨــﺎس ﺷــﻜﻼ ﻣــﻦ أﺷــﻜﺎل اﻟﻌــﻼج ﺑﺎﻟﻔﻨﻮن‬ ‫اﻟﺘﻌﺒريﻳــﺔ واﻻﻋﱰاف ﺑﺪون ﻣﻮاﺟﻬــﺔ اﻋﱰاض‬ ‫اﻟﻨــﺎس وأﺣﻜﺎﻣﻬــﻢ ﻷن ﻗﻮاﻋــﺪ اﻟﺤﻀــﻮر‬ ‫اﺣـﱰام اﻵﺧــﺮ دون إﺑــﺪاء أﺣــﻜﺎم واﻟﺘﻘﻠﻴــﻞ‬ ‫ﻣــﻦ ﺷــﺄن أي ﺷــﺨﺺ‪.‬‬ ‫أﺿﺎﻓــﺖ زﻛﺮﻳــﺎ أن ﺗﻨــﻮع اﻟﺤﻀــﻮر ﻳﻌﻄﻲ‬

‫رؤﻳــﺔ وﻣﺘﻌــﺔ ﺣﻴــﺚ ﻳـﱰاوح ﻋﻤﺮ اﻟﺸــﻌﺮاء‬ ‫ﻣــﻦ‪ ١٢‬ﺣﺘــﻰ‪ ٦٥‬ﻋﺎﻣــﺎ وﻣﻨﻬــﻢ ﻣــﻦ ﻳﻜﺘﺐ‬ ‫ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ واﻻﻧﺠﻠﻴﺰﻳﺔ واﻟﻔﺮﻧﺴــﻴﺔ واي‬ ‫ﻟﻐــﺔ ﻣﺮﺣــﺐ ﺑﻬــﺎ داﺧــﻞ اﳌﺠﻠﺲ‪.‬‬ ‫أﺿﺎﻓﺖ زﻛﺮﻳﺎ ان اﳌﻮاﺿﻴﻊ ﺗﺘﻨﻮع ﺑﺸــﻜﻞ‬ ‫ﻛﺒــري ﺟــﺪا وﻣﻨﻬــﺎ اﻟﺸــﺨﴢ واﳌﺠﺘﻤﻌــﻲ‬ ‫ﻋﲆ ﺳــﺒﻴﻞ اﳌﺜــﺎل اﻟﺤﺐ واﳌﻮت واﻟﺴــﻌﺎدة‬ ‫واﻟﺤــﺰن وﻛﻞ ﻣــﺎ ﻳﺨﻄﺮ ﻋﲆ اﻟﺒــﺎل وﻟﻜﻦ ﻣﺎ‬ ‫ﻋــﺎدا ﻣﺎ ﻳﺨــﺺ اﻟﺴﻴﺎﺳــﺔ واﻟﺪﻳﻦ‪.‬‬ ‫ﻗﺎﻟــﺖ رﻳﻢ ﺟــامل‪ ،‬أﺣــﺪ اﻟﺤﻀــﻮر‪» ،‬ﻳﻘﺎل‬ ‫ﻛﺜــ ًريا إن اﻟﺼــﻮرة ﺗﺴــﺎوي أﻟــﻒ ﻛﻠﻤــﺔ‪.‬‬ ‫وﻟﻜــﻦ ﻋﻨﺪﻣــﺎ ﺗﻜــﻮن اﻟﻜﻠــامت ﺷــﺎﻋﺮﻳﺔ‬ ‫ ﻣﻠﻴﺌــﺔ ﺑﺎﻟﺼــﻮر واﻻﺳــﺘﻌﺎرات واﻹﻳﻘــﺎع ‪-‬‬‫ﻓﻬــﻲ أﻗــﻮى ﺑﻜﺜــري‪ .‬ﻟﻬــﺬا اﺣﺒﺒــﺖ ﻣــﴩوع‬ ‫ﻫﺎﻳــﺪي واﺣــﺐ ان أﺑــﺪأ ﻣﴩوﻋــﻲ اﻟﺨــﺎص‬ ‫ﻣﺜﻠﻬــﺎ وﻟﻜﻦ ﻋــﻦ ﴎد اﻟﻘﺼــﺺ اﻹﻟﻜﱰوﻧﻴﺔ‬ ‫واﻟﺼــﻮر واﻻﻓــﻼم اﻟﻮﺛﺎﺋﻘﻴــﺔ‪«.‬‬ ‫ﻗﺎﻟــﺖ زﻛﺮﻳــﺎ أن اﻻﻋﱰاﻓــﺎت أو اﻟﻌــﻼج‬ ‫اﻟﺸــﻌﺮي ﻧــﻮع ﻣــﻦ اﻟﻌﻼﺟــﺎت اﻟﻔﻨــﻮن‬

‫اﻹﺑﺪاﻋﻴــﺔ ‪ ،‬ﻫــﻮ اﺳــﺘﺨﺪام اﻟﻜﻠﻤﺔ اﳌﻜﺘﻮﺑﺔ‬ ‫ﻋــﲆ اﻟﺮﻏــﻢ ﻣــﻦ أﻧــﻪ ﻳﻘ ـﺮأ ﺑﺼــﻮت ﻋــﺎل‬ ‫وﻟﻜﻨــﺔ ﻳﺤﻘــﻖ اﻟﺸــﻔﺎء واﻟﻨﻤــﻮ اﻟﺸــﺨﴢ‬ ‫أﻳﻀــﺎ ﻳﺠﺘﻤــﻊ ﻛﻞ ﻣﺤﺒــﻲ اﻟﺸــﻌﺮ ﰲ‬ ‫اﳌﺠﻠــﺲ ﳌﺸــﺎرﻛﺔ ﻛﺘﺎﺑﺘﻬــﻢ و اﻟﺒــﻮح‬ ‫ﺑﺎﻻﻋﱰاﻓﺎت ﺑﺸــﻜﻞ ﺷــﻌﺮي ﻷﻧﻬــﻢ ﻳﺪرﻛﻮن‬ ‫اﻟﻘــﺪرة اﻟﺸــﻔﺎﺋﻴﺔ ﻟﻠﻐــﺔ وﻟﻠﻜﻠﻤــﺔ‪.‬‬ ‫ﻗﺎﻟــﺖ زﻛﺮﻳــﺎ »ﻳﻌﻄﻴﻨــﺎ اﻟﺸــﻌﺮ ﻃﺮﻗــﺎً‬ ‫ﻟﻠﺤﺪﻳــﺚ ﻋــﻦ أﻧﻔﺴــﻨﺎ وﻫــﺪﰲ ﻫــﻮ‬ ‫اﺳــﺘﺨﺪام اﻟﺸﻌﺮ واﻟﺼﻮت ﳌﺴــﺎﻋﺪة اﻟﻨﺎس‬ ‫ﻋــﲆ ﻛــﴪ ﺣﺎﺟــﺰ اﻟﺨــﻮف و ﻣﺸــﺎرﻛﺔ‬ ‫اﻟﻨــﺎس ﺑﺎﻟﺸــﻌﺮ و اﻻﻋﱰاﻓــﺎت واﻟﻮﺻــﻮل‬ ‫إﱃ اﻟﺤﻜﻤــﺔ اﻟﺘــﻲ ﻟﺪﻳﻬــﻢ ﺑﺎﻟﻔﻌــﻞ وﻟﻜــﻦ‬ ‫ﻻ ميﻜﻨﻬــﻢ اﻟﺘﺠﺮﺑــﺔ ﻷﻧﻬــﻢ ﻻ ﻳﺴــﺘﻄﻴﻌﻮن‬ ‫اﻟﻌﺜــﻮر ﻋــﲆ اﻟﻜﻠــامت ﰲ ﻟﻐــﺔ ﻋﺎدﻳــﺔ«‪.‬‬ ‫ﺗﺘﻤﻨــﻲ ﻫﺎﻳــﺪي ﻧــﴩ اﻟﺸــﻌﺮ اﻷدايئ ﰲ‬ ‫ﻣــﴫ‪ ،‬ﻛﺬﻟــﻚ ﺗﻄﻤﺢ ﺗﻨﻈﻴــﻢ أول ﻣﺴــﺎﺑﻘﺔ‬ ‫اﻟﺸــﻌﺮ اﻻﻋـﱰاف‪ ،‬ﻳﺸــﺎرك ﻓﻴﻬــﺎ ﻛﻞ اﻟﻔﺌﺎت‬ ‫واﻷﻋــامر‪.‬‬

‫تقرير‪ :‬ماهي محمد‬

‫أﺑﺤﺎﺛﻬــﻢ‪.‬‬ ‫ﻗــﺎل ﺣﺴــني ﺻﻘــﺮ‪ ،‬ﻃﺎﻟــﺐ ﺑﻜﻠﻴــﺔ‬ ‫اﻟﻌﻠــﻮم ﻗﺴــﻢ اﻷﺣﻴــﺎء‪» ،‬إن اﻟﻄــﻼب‬ ‫اﳌﺘﺤﺪﺛــﻮن ﻛﺎﻧــﻮا ﻣﺘﺤﻤﺴــني ﻛﺜـريا وﻫــﻢ‬ ‫ﻳﺘﺤﺪﺛــﻮن ﻋــﻦ أﺑﺤﺎﺛﻬــﻢ وﻫــﺬا ﻛﺎن‬ ‫واﺿــﺢ ﻋﻠﻴﻬــﻢ ﰲ ﻛﻼﻣﻬــﻢ‪.‬‬ ‫اﺿــﺎف ﺻﻘــﺮ أﻧــﻪ ﻳــﺮى أن اﻟﻄــﻼب‬ ‫ﺑﺬﻟــﻮا ﺟﻬــﺪا ﻛﺒــ ًريا ﻟﻠﻮﺻــﻮل إﱃ ﻫــﺬا‬ ‫اﻷداء‪.‬‬ ‫ﺗــﻢ اﻟﱰﻛﻴــﺰ ﻋــﲆ اﻷدب ﰲ ﻫــﺬا اﳌﺆمتــﺮ‬ ‫وﻟﻬــﺬا ﻋﻘــﺪ ﻣــﺎ ﻳﺴــﻤﻰ »ﺻﺎﻟــﻮن اﻷدب«‬ ‫ﺣﻴــﺚ اﺷــﱰك ﻣﺠﻤﻮﻋــﺔ ﻣــﻦ اﻻﺳــﺎﺗﺬة‬ ‫واﻟﻄــﻼب ﰲ ﺟﻠﺴــﺔ ﺗﻔﺎﻋﻠﻴــﺔ وﻛﺎن ﻛﻼ‬ ‫ﻣﻨﻬــام ﻳــﺮوي أﺣــﺪ ﻣﻨﺸــﻮراﺗﻪ اﻻدﺑﻴــﺔ‪.‬‬ ‫روي ﺑﻌــﺾ اﻻﺳــﺎﺗﺬة ﻗﺼﺼــﺎ ﻗﺼــرية‬ ‫واﻟﻘــﻮا اﻟﺸــﻌﺮ ﺑﺎﻟﻠﻐــﺔ اﻻﻧﺠﻠﻴﺰﻳــﺔ‪،‬‬ ‫وﺷــﺎرك ﺑﻌــﺾ اﻟﻄــﻼب أﻳﻀ ـﺎً ﺑﺄﻋامﻟﻬــﻢ‬ ‫اﻻﺑﺪاﻋﻴــﺔ‪.‬‬ ‫ﻗﺎﻟــﺖ ﻛﻮﺛــﺮ اﻟﴩﻳﻔــﻲ‪ ،‬اﺣﺪ اﳌﺸــﺎرﻛني‬ ‫ﰲ ﺻﺎﻟــﻮن اﻻدب واﻟﺘــﻲ ﺗﺤــﴬ‬ ‫اﳌﺎﺟﺴــﺘري ﰲ ﻫﻨﺪﺳــﺔ اﻻﻟﻜﱰوﻧﻴــﺎت‬ ‫ﺑﺎﻟﺠﺎﻣﻌــﺔ اﻻﻣﺮﻳﻜﻴــﺔ‪» ،‬ﻫــﺬه ﻫــﻲ‬ ‫اﳌــﺮة اﻟﺜﺎﻧﻴــﺔ اﻟﺘــﻲ أﺷــﺎرك ﻓﻴﻬــﺎ ﰲ ﻫــﺬا‬ ‫اﻟﺤــﺪث وأﻻﺣــﻆ أن ﻧﺴــﺒﺔ اﻟﺤﺎﴐﻳﻦ ﰲ‬ ‫ﺗﺰاﻳــﺪ ﻋــﻦ اﻟﻌــﺎم اﻟﺴــﺎﺑﻖ ﻟﻜــﻦ ﻣــﺎزال‬ ‫ﺑﻌــﺾ اﻟﻄــﻼب ﻻ ﻳﻔﻀﻠــﻮن ﺣﻀــﻮر‬ ‫اﻟﺠﻠﺴــﺎت اﻻدﺑﻴــﺔ ﺑﺸــﻜﻞ ﻋــﺎم‪«.‬‬ ‫أﺿﺎﻓــﺖ اﻟﴩﻳﻔــﻲ اﻧﻬــﺎ ﻋﻀــﻮة ﰲ‬ ‫ﻧــﺎدي اﻷدب ﺑﺎﻟﺠﺎﻣﻌــﺔ واﻧﻬــﺎ ﻣﺆﻟﻔــﺔ‬ ‫ﻟﻜﺘﺎﺑــني وﻫــام »ﻟﻮﺣــﺔ ﻟﻠﺴــامء« و«‬ ‫ﻣﻴﻌــﺎد« ﺗــﻢ ﻧﴩﻫــام‪.‬‬ ‫اﻟﻘــﺖ اﻟﴩﻳﻔــﻲ ﰲ ﺻﺎﻟــﻮن اﻻدب‬ ‫ﻣﻘﺎﻟــﺔ ﺷــﻌﺮﻳﺔ ﻋــﻦ ﺑﻠﺪﻫــﺎ اﻟﻴﻤــﻦ‬ ‫وﺑﻌﺪﻫــﺎ ﺗــﻢ ﻣﻨﺎﻗﺸــﺔ ﻣﻘﺎﻟﺘﻬــﺎ ﻣــﻊ‬ ‫اﻟﺤﻀــﻮر وﻗــﺪ أﻟﻘــﺖ اﻋﺠــﺎب اﻟﻜﺜــريون‪.‬‬ ‫ﻛﺎن ﻣــﻦ ﺿﻤــﻦ اﻷﺳــﺎﺗﺬة اﻟﺬﻳــﻦ‬

‫ﻗﺪﻣــﻮا أﻋامﻟﻬــﻢ ﻛﺎﻧــﺖ ﺗﺤﻴــﺔ ﻋﺒــﺪ‬ ‫اﻟﻨــﺎﴏ‪ ،‬اﺳــﺘﺎذة اﻟﻠﻐــﺔ اﻻﻧﺠﻠﻴﺰﻳــﺔ‬ ‫ﺑﺎﻟﺠﺎﻣﻌــﺔ اﻻﻣﺮﻳﻜﻴــﺔ واﻟﺘــﻲ روت ﺷــﻌﺮ‬ ‫ﺑﺎﻟﻠﻐــﺔ اﻻﻧﺠﻠﻴﺰﻳــﺔ ‪.‬‬ ‫ﻗﺎﻟــﺖ أﻣــﺎين اﻟﺸــﻴﻤﻲ‪،‬ﻣﺪﻳﺮ اﻟﺒﺤــﻮث‬ ‫اﻟﺠﺎﻣﻌﻴــﺔ ﻟﻠﻄــﻼب ‪«،‬ﻫــﺬه اول ﺳــﻨﺔ‬ ‫ﻳﻨﻀــﻢ ﻓﻴﻬــﺎ أﻋﻀــﺎء ﻫﻴﺌــﺔ اﻟﺘﺪرﻳــﺲ ﰲ‬ ‫اﻟﻨﺸــﺎﻃﺎت اﻻﺑﺪاﻋﻴــﺔ‪«.‬‬ ‫ﻗﺎﻟــﺖ اﻟﺸــﻴﻤﻲ‪«،‬ﺗﻢ ﺗﻐﻴــري اﺳــﻢ‬ ‫اﳌﺆمتــﺮ ﻣــﻦ ﻣﺆمتــﺮ اﻟﺒﺤــﻮث إﱃ ﻣﺆمتــﺮ‬ ‫اﻟﺒﺤــﻮث واﻹﺑــﺪاع ﻟﺠﻌــﻞ ﻫــﺬا اﳌﺆمتــﺮ‬ ‫ﻳﺴــﺘﻮﻋﺐ اﻧﺸــﻄﺔ اﺑﺪاﻋﻴــﺔ أﺧــﺮى ﻏــري‬ ‫اﻟﺒﺤــﺚ اﻟﻌﻠﻤــﻲ‪«.‬‬ ‫اﻟﺠﺪﻳــﺮ ﺑﺎﻟﺬﻛــﺮ‪ ،‬أﻧــﻪ ﺗــﻢ ﻋﻤــﻞ‬ ‫ﺗﻄﺒﻴــﻖ ﻟﻠﻤﺆمتــﺮ ﻫــﺬا اﻟﻌــﺎم ﻳﺤﻤﻠــﻪ‬ ‫أﻋﻀــﺎء اﻟﺠﺎﻣﻌــﺔ ﻣــﻦ اﺳــﺎﺗﺬة وﻃــﻼب‬ ‫وميﻜﻨﻬــﻢ ﻣــﻦ ﺧﻼﻟــﻪ ﻣﻌﺮﻓــﺔ أﻣﺎﻛــﻦ و‬ ‫ﻣﻮاﻋﻴــﺪ ﻛﻞ اﳌﺤــﺎﴐات واﳌﻌــﺎرض ﻟﻬــﺬا‬ ‫اﻟﺤــﺪث‪.‬‬ ‫ﻗــﺎل ﺧﺎﻟــﺪ ﺣﺒﻴــﺐ‪ ،‬ﻣﺴﺘﺸــﺎر إداري‬ ‫وﻣﻘــﺪم إذاﻋــﻲ ‪» ،‬اﻹﺑــﺪاع ﻫــﻮ أن‬ ‫ﺗﻔﻌــﻞ اﻷﺷــﻴﺎء مبﻬــﺎرة ﺑﺎﻟﻘــﺪرات اﻟﺘــﻲ‬ ‫ﻟﺪﻳــﻚ‪«.‬‬ ‫ﺗــﻢ اﺳــﺘﻀﺎﻓﺔ ﺧﺎﻟــﺪ ﺣﺒﻴــﺐ ﰲ ﻗﺎﻋــﺔ‬ ‫ﺑﺎﺳــﻴﲇ ﺑﺎﻟﺠﺎﻣﻌــﺔ اﻻﻣﺮﻳﻜﻴــﺔ ﻳــﻮم اﻻﺣﺪ‬ ‫‪ ٢٢‬اﺑﺮﻳــﻞ ﻣــﻦ ﺿﻤــﻦ ﻓﺎﻋﻠﻴــﺎت اﻓﺘﺘــﺎح‬ ‫ﻣﺆمتــﺮ اﻟﺒﺤــﺚ واﻹﺑــﺪاع واﻟﻘــﻲ ﺣﺒﻴــﺐ‬ ‫ﺧﻄﺒــﺔ ﺗﺤﻔﻴﺰﻳــﺔ ﻟﻠﻄــﻼب و اﻻﺳــﺎﺗﺬة و‬ ‫روي ﻓﻴﻬــﺎ ﻋــﺪد ﻣــﻦ ﺗﺠﺎرﺑــﻪ اﻟﺤﻴﺎﺗﻴــﺔ‬ ‫ﻹﻟﻬــﺎم اﻟﻄــﻼب‪.‬‬ ‫ﻗــﺎل ﺣﺒﻴﺐ‪«،،‬اﻛﺘﺸــﻒ اﻟﻌــﺎمل ﻣــﻦ‬ ‫ﺣﻮﻟــﻚ ‪ ،‬وارﺗﻜــﺐ اﻷﺧﻄــﺎء ﻟﻠﺘﻌﻠــﻢ ﻣﻨﻬــﺎ‬ ‫ﺛــﻢ ﺳــﺘﺠﺪ ﺷــﻐﻔﻚ ﰲ ﻫــﺬه اﻟﺮﺣﻠــﺔ‪«.‬‬ ‫ﻗﺎﻟــﺖ اﻟﺸــﻴﻤﻲ‪» ،‬ﻧﺮﻳــﺪ أن ﻧﺠﻌــﻞ‬ ‫ﻫــﺬا اﻟﺤــﺪث دوﻟﻴــﺎ ﰲ اﻟﻌــﺎم اﻟﻘــﺎدم‬ ‫و ﻳﺸــﺎرك ﻓﻴــﻪ ﻧﺴــﺒﺔ أﻛــﱪ ﻣــﻦ اﻟﻨــﺎس‪«.‬‬

‫إســبوع البحــث واإلبــداع لعــرض أبحــاث طــالب اجلامعة األمريكية‬

‫اﻟﻄــﻼب ﻳﺒﺪﻋــﻮن ﰲ إﺳــﺒﻮع اﻟﺒﺤــﺚ ﺑﺎﻟﺠﺎﻣﻌــﺔ‬

‫ﻋﻘــﺪت اﻟﺠﺎﻣﻌــﺔ اﻻﻣﺮﻳﻜﻴــﺔ ﺑﺎﻟﻘﺎﻫــﺮة‬ ‫أﺳــﺒﻮع اﻟﺒﺤــﺚ واﻹﺑــﺪاع )‪Research‬‬ ‫‪ (and Creativity Convention‬ﰲ‬ ‫اﻟﻔــﱰة ﻣــﻦ ‪ ٢١‬اﺑﺮﻳــﻞ اﱃ ‪ ٢٤‬اﺑﺮﻳــﻞ‬ ‫وﻳﺘﻀﻤــﻦ ﻫــﺬا اﻻﺳــﺒﻮع ﻓﻌﺎﻟﻴــﺎت‬ ‫ﻛﺜــرية ﰲ ﻣﺠــﺎﻻت ﻣﺨﺘﻠﻔــﺔ ﻣﻨﻬــﺎ اﻷدب‪،‬‬ ‫اﳌﻮﺳــﻴﻘﻰ واﻟﺒﺤــﺚ اﻟﻌﻠﻤــﻲ‪.‬‬ ‫ﻳﺘــﻢ ﻋﻘــﺪ ﻣﺆمتﺮ ﻟﻠﺒﺤــﻮث واﻹﺑــﺪاع ﰲ‬ ‫اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ ﺳــﻨﻮﻳًﺎ ﻣﻨــﺬ ﺛــﻼث‬ ‫ﺳــﻨﻮات و ﻳﺸــﺎرك ﰲ اﳌﺆمتــﺮ ‪ ١٩٤‬ﻓــﺮدا‬ ‫ﰲ اﳌﺠــﺎﻻت اﳌﺨﺘﻠﻔــﺔ‪.‬‬ ‫ﻳﻌﻄــﻲ ﻫــﺬا اﳌﺆمتــﺮ اﻟﻔﺮﺻــﺔ‬ ‫ﻟﻠﻄــﻼب واﻟﺨﺮﻳﺠــني ﻟﻨــﴩ ﻣﻮاﻫﺒﻬــﻢ‬ ‫وإﺑﺪاﻋﺎﺗﻬــﻢ‪ ،‬وﻳﻌــﺰز ﺑﺮﻧﺎﻣــﺞ اﻟﺒﺤــﺚ‬ ‫اﳌﺆﺳــﴘ ﰲ اﻟﻌﻠــﻮم واﻟﻌﻠــﻮم اﻹﻧﺴــﺎﻧﻴﺔ‬ ‫واﻟﻌﻠــﻮم اﻻﺟﺘامﻋﻴــﺔ واﻷﻋــامل واﻟﻔﻨــﻮن‪.‬‬ ‫ﻳﺸــﻤﻞ ﻫــﺬا اﻷﺳــﺒﻮع ﻣﻌــﺮض ﻟﺮﻳــﺎدة‬ ‫اﻷﻋــامل واﻻﺑﺘــﻜﺎر‪ .‬وﻫﻨــﺎك أﻳﻀــﺎ ﻣﺆمتــﺮ‬ ‫اﻟﺘﻤﻴــﺰ اﻟﺒﺤﺜــﻲ اﻟﺠﺎﻣﻌــﻲ ورﻳــﺎدة‬ ‫اﻷﻋــامل واﻹﺑــﺪاع )‪ (EURECA‬واﻟــﺬي‬ ‫ﻳﻨﺎﻗــﺶ ﻓﻴــﻪ اﻟﻄﻼب ﻣﻘﺎﻟﺘﻬــﻢ اﻷﻛﺎدميﻴﺔ‬ ‫وأﻋامﻟﻬــﻢ اﻟﺒﺤﺜﻴــﺔ‪ ،‬ﻣــﻦ ﺿﻤــﻦ ﻓﺎﻋﻠﻴﺎت‬ ‫اﺳــﺒﻮع اﻟﺒﺤــﺚ واﻹﺑــﺪاع‪ .‬ﻳﻌﺘــﱪ ﻫــﺬا‬ ‫اﳌﻌــﺮض ﻓﺮﺻــﺔ ﻟﻠﻄــﻼب ﻟﺘﻘﺪﻳــﻢ أﻓﻀــﻞ‬ ‫أﻋامﻟﻬــﻢ اﻟﺒﺤﺜﻴــﺔ‪.‬‬ ‫ﺧﺼــﺺ ﻳــﻮم ﻳﺴــﻤﻲ »ﻟﻮﺣــﺎت ﺧــﱪة‬ ‫اﻟﺒﺤــﺚ ﰲ اﻟﺴــﻨﺔ اﻷوﱃ«‪ ،‬ﺣﻴــﺚ ﻳﻘــﻮم‬ ‫ﻃــﻼب ﺳــﻨﺔ اوﱃ ﺑﻌــﺮض ﻧﺘﺎﺋــﺞ أﺑﺤﺎﺛﻬــﻢ‬ ‫وﻫــﺬه اﻷﺑﺤــﺎث ﺗﻜــﻮن ﰲ اﳌﺠــﺎﻻت‬ ‫اﳌﺨﺘﻠﻔــﺔ‪ .‬ﺗﻘــﺪم ﺑﻌــﺾ اﻟﻄــﻼب ﺑﻌــﺮض‬ ‫أﺑﺤﺎﺛﻬــﻢ ﰲ ﻣﺠــﺎل ﻋﻠــﻢ اﻟﻨﻔــﺲ وﻣﺠــﺎل‬ ‫اﻟﺘﺠــﺎرة وآﺧﺮﻳــﻦ ﰲ ﻣﺠــﺎﻻت ﻋﻠــﻮم‬ ‫أﺧــﺮى‪ .‬ﺗﻔﺎﻋــﻞ اﻟﺤﻀــﻮر ﻣــﻊ اﳌﺘﺤﺪﺛــني‬ ‫ﺗﺼﻮﻳﺮ ﻧﺪى ﻣﺼﻄﻔﻰ ووﺟﻬــﻮا ﻟﻬــﻢ أﺳــﺌﻠﺔ ﻣﺒــﺎﴍة ﻋــﲆ ﻧﺘﺎﺋﺞ‬


‫‪ | 2‬أخـــبار‬

‫اﻷﺣﺪ ‪ ٦‬ﻣﺎﻳﻮ‪٢٠١٨ ،‬‬

‫الــــطالب يــــبــــــدعون فـي ورشــــــة الــكتــابة الــعــــربـــية اإلبـــداعـــية‬

‫ورﺷــﺔ اﻟﻜﺘﺎﺑــﺔ اﻟﻌﺮﺑﻴــﺔ اﻹﺑﺪاﻋﻴــﺔ ﺑﺎﻟﺠﺎﻣﻌــﺔ‬ ‫تقرير‪ :‬ماهي محمد‬

‫ﻋﻘــﺪت اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ ورﺷــﺔ‬ ‫اﻟﻜﺘﺎﺑــﺔ اﻟﻌﺮﺑﻴــﺔ اﻻﺑﺪاﻋﻴــﺔ ﻳــﻮم‬ ‫اﻻﺣــﺪ ‪ ٢٢‬اﺑﺮﻳــﻞ‪ ،‬ﺗﺤﺖ اﴍاف ‪،‬ﺳــﻴﺪ‬ ‫ﺿﻴــﻒ اﻟﻠــﻪ ‪،‬أﺳــﺘﺎذ اﻟﻠﻐــﺔ اﻟﻌﺮﺑﻴــﺔ‬ ‫ﺑﺎﻟﺠﺎﻣﻌــﺔ وﻛﺎﻧــﺖ ﻫــﺬه اﻟﻮرﺷــﺔ ﻣــﻦ‬ ‫ﺿﻤــﻦ ﻓﺎﻋﻠﻴــﺎت أﺳــﺒﻮع اﻟﺒﺤــﺚ‬ ‫واﻹﺑــﺪاع‪.‬‬ ‫ﻗﺎﻟــﺖ ﻣﺮﻳــﻢ اﻟﱪﻧــﺲ‪ ،‬ﻃﺎﻟﺒــﺔ‬ ‫ﺑﺎﻟﺴــﻨﺔ اﻟﺜﺎﻧﻴــﺔ ﺑﻜﻠﻴــﺔ اﻟﺘﺎرﻳــﺦ ‪،‬‬

‫ﻣﺎﻫــﻲ ﻣﺤﻤــﺪ‬

‫»ﺷــﺎرﻛﺖ ﰲ ﻫــﺬه اﻟﻮرﺷــﺔ ﻷﻧﻨــﻲ‬ ‫أﺣــﺐ اﻟﻠﻐــﺔ اﻟﻌﺮﺑﻴــﺔ ﻛﺜــريا ً وأﺣــﺐ‬ ‫اﻟﻜﺘﺎﺑــﺔ ﺑﺎﻟﻠﻐــﺔ اﻟﻌﺮﺑﻴــﺔ‪«.‬‬ ‫أﺿﺎﻓــﺖ اﻟﱪﻧــﺲ أن ﻟﺪﻳﻬــﺎ ﺑﻌــﺾ‬ ‫اﳌﻘــﺎﻻت اﻟﻌﺮﺑﻴــﺔ اﳌﻨﺸــﻮرة ﰲ‬ ‫ﻣﺠﻠــﺔ اﻟﺠﺎﻣﻌــﺔ ‪،AUC Times‬‬ ‫وأﻧﻬــﺎ ﺗﻔﻀــﻞ ﻛﺘﺎﺑــﺔ اﳌﻘــﺎﻻت‬ ‫اﻻدﺑﻴــﺔ‪.‬‬ ‫ﻗﺎﻟــﺖ اﻟﱪﻧــﺲ ‪«،‬ﺗﻌﻠﻤــﺖ ﺧــﻼل‬ ‫اﻟﻮرﺷــﺔ ﻛﻴﻔﻴــﺔ ﺗﺤﻠﻴــﻞ اي ﻛﺘﺎﺑــﺔ‬ ‫أدﺑﻴــﺔ ﺑﺸــﻜﻞ ﻣﻔﺼــﻞ واﻻﻟﻘــﺎء‬

‫ﺑﺸــﻜﻞ اﺣﺴــﻦ«‬ ‫أﺛﻨــﺎء اﻟﻮرﺷــﺔ رﻛــﺰ ﺿﻴــﻒ اﻟﻠــﻪ‬ ‫ﻋــﲇ ﻃﺮﻳﻘــﺔ إﻟﻘــﺎء اﻟﻄــﻼب ﻟﻠﻘﺼــﺔ‬ ‫وأﻛــﺪ ﺿﻴــﻒ اﻟﻠــﻪ اﻧــﻪ ﻳﺠــﺐ ان‬ ‫ﻳﺮﺗــﺐ اﻟﻜﺎﺗــﺐ اﻓــﻜﺎره ﻗﺒــﻞ اﻟﺒــﺪء‬ ‫ﰲ اﻟﻜﺘﺎﺑــﺔ وان ﻳﻜــﻮن ﻫﻨــﺎك ﺗﻨــﻮع‬ ‫ﰲ اﻻﻓــﻜﺎر ‪.‬‬ ‫ﰲ ﺑﺪاﻳــﺔ اﻟﻮرﺷــﺔ ﻃﻠــﺐ اﻻﺳــﺘﺎذ‬ ‫ﻣــﻦ اﻟﻄــﻼب ﻛﺘﺎﺑــﺔ ﺣﻠــﻢ ﻣــﻦ‬ ‫وﺣــﻲ ﺧﻴﺎﻟﻬــﻢ ﰲ ﺳــﺒﻊ ﺳــﻄﻮر‬ ‫ﻓﻘــﻂ واﺷــﱰط ﻋﻠﻴﻬــﻢ أن ﻳﺒﺪﻋــﻮا‬

‫ﰲ اﻟﻜﺘﺎﺑــﺔ واﺑــﺪى ﻛﻞ واﺣــﺪ‬ ‫ﻣﻨﻬــام رأﻳــﻪ ﰲ ﻛﺘﺎﺑــﻪ اﻵﺧــﺮ و‬ ‫ﻧﺎﻗــﺶ اﻷﺳــﺘﺎذ ﻣــﻊ اﻟﻄــﻼب اﺧﺘﻴــﺎر‬ ‫اﻟﻜﻠــامت ﰲ اﻟﻜﺘﺎﺑــﺔ و اﻗــﱰح‬ ‫ﻋﻠﻴﻬــﻢ ﻛﻠــامت ﺗﺠﻌــﻞ اﻟﻜﺘﺎﺑــﺔ أﻛــرث‬ ‫إﺑﺪاﻋــﺎ‪.‬‬ ‫ﻗــﺎل ﺿﻴــﻒ اﻟﻠــﻪ أن ﻛﺘﺎﺑــﺔ‬ ‫اﻻﺣــﻼم ﻫــﻲ أﺻﻌــﺐ أﻧــﻮاع ﻻﻧﻬــﺎ‬ ‫ﺧﺎرﺟــﺔ ﻋــﻦ ﺳــﻴﻄﺮة اﻟﻌﻘــﻞ‬ ‫وأﺿﺎف‪«،‬اﻟﻜﺎﺗــﺐ اﻟﻨﺎﺟــﺢ ﻫــﻮ ﻣــﻦ‬ ‫ﻳﺨــﺮج ﻣــﻦ ﻋﺒــﺎءة ﻧﻔﺴــﻪ و ﻳﺴــﺘﻄﻴﻊ‬ ‫ان ﻳﻜﺘــﺐ ﺑﻠﺴــﺎن اﻟﺸــﺨﺼﻴﺎت‬ ‫اﳌﺘﻮاﺟــﺪة ﰲ اﻟﺮواﻳــﺔ«‬ ‫أﻛــﺪ ﺿﻴــﻒ اﻟﻠــﻪ ﻋــﲇ اﻫﻤﻴــﺔ‬ ‫وﺿــﻊ اﻟﺘﻔﺎﺻﻴــﻞ اﻟﺼﻐــرية أﺛﻨــﺎء‬ ‫ﻛﺘﺎﺑــﺔ اﻟﻘﺼــﺔ‪ .‬اﻟﺘﻔﺎﺻﻴــﻞ ﻗــﺪ‬ ‫ﺗﻜــﻮن ﺗﻔﺎﺻﻴــﻞ وﺻــﻒ اﻟﺸــﺨﺼﻴﺎت‬ ‫أو ﺗﻔﺎﺻﻴــﻞ وﺻــﻒ اﳌﺸــﺎﻋﺮ ﰲ‬ ‫اﻟﺮواﻳــﺔ‪.‬‬ ‫ﻗﺎﻟــﺖ اﻟﱪﻧﺲ‪«،‬ﻣــﺎ ﺣﻔﺰﺗﻨــﻲ‬ ‫ﻟﻼﺷــﱰاك ﰲ ﻫــﺬه اﻟﻮرﺷــﺔ ﻫــﻮ اﻧﻨــﻲ‬ ‫ﻋﻠﻤــﺖ أﻧﻨــﺎ ﺳــﻮف ﻧﻘﻴــﻢ اﻋامﻟﻨــﺎ‬ ‫اﻟﻜﺘﺎﺑﻴــﺔ‪» .‬‬ ‫ﻗــﺎل ﺿﻴــﻒ اﻟﻠــﻪ ‪«،‬اﻋﺘﻘــﺪ‬ ‫اﻧــﻪ ﻳﺠــﺐ ان ﻳﻜــﻮن ﻫﻨــﺎك‬ ‫ﻣــﺎدة اﻟﻜﺘﺎﺑــﺔ اﻻﺑﺪاﻋﻴــﺔ ﺗــﺪرس‬ ‫ﰲ اﻟﺠﺎﻣﻌــﺔ‪ «،‬وأﺿــﺎف أﻧــﻪ اذا‬ ‫ﺗﻮاﺟــﺪت ﻫــﺬه اﳌــﺎدة وأﺻﺒﺤــﺖ‬ ‫ﺗــﺪرس‪ ،‬ﺳــﻮف ﺗﺴــﺎﻋﺪ ﻃــﻼب‬ ‫ﻛﺜريﻳــﻦ ﻟﺪﻳﻬــﻢ اﳌﻮﻫﺒــﺔ ﰲ اﻟﻜﺘﺎﺑــﺔ‬ ‫و ﻳﺮﻳــﺪون أن ﻳﻨﻤﻮﻫــﺎ‪.‬‬ ‫اﻟﺠﺪﻳــﺮ ﺑﺎﻟﺬﻛــﺮ ان ﻫﻨــﺎك ﻗﺴــﻢ‬ ‫اﻟﻠﻐــﺔ اﻟﻌﺮﺑﻴــﺔ ﺑﺎﻟﺠﺎﻣﻌــﺔ وﻫــﺬا‬ ‫اﻟﻘﺴــﻢ ﺑــﻪ اﺳــﺎﺗﺬة ﻣﴫﻳــني‬

‫ﻳﺪرﺳــﻮن ﻣــﻮاد اﻟﻠﻐــﺔ اﻟﻌﺮﺑﻴــﺔ‪.‬‬ ‫ﻳــﺪرس اﻟﻄــﻼب اﻷدب اﻟﻌــﺮيب‬ ‫اﻟﺤﺪ ِﻳــﺚ وﺑﻌﻀﻬــﻢ ﻳﺨﺘــﺎر أن ﻳــﺪرس‬ ‫اﻷدب اﻟﻌــﺮيب اﳌﻌﺎﴏ‪.‬وﺗﺘﻴــﺢ ﻫــﺬه‬ ‫اﳌــﻮاد اﻟﻔﺮﺻــﺔ ﻟﻠﻄــﻼب ﻟﻘــﺮاءة‬ ‫اﻟﺮواﻳــﺎت اﳌﻌــﺎﴏة واﻟﺮواﻳــﺎت‬ ‫اﻟﻘﺪميــﺔ ﻣﺜــﻞ رواﻳــﺎت ‪:‬اﺣﺴــﺎن‬ ‫ﻋﺒــﺪ اﻟﻘــﺪوس وﻧﺠﻴــﺐ ﻣﺤﻔــﻮظ‪.‬‬ ‫ﻫﻨــﺎك ﺑﻌــﺾ اﳌــﻮاد اﻟﻌﺮﺑﻴــﺔ اﻟﺘــﻲ‬ ‫ﺗﺘﻴــﺢ ﻟﻠﻄﺎﻟــﺐ اﻟﻔﺮﺻــﺔ ﻟﻜﺘﺎﺑــﺔ‬ ‫اﻟﺘﻌﺒــري ﻋــﻦ ﻣﻮﺿــﻮع ﻣﻌــني‪.‬‬ ‫وأﺿــﺎف ﺿﻴــﻒ اﻟﻠــﻪ اﻟﻜﺘﺎﺑــﺔ‬ ‫اﻹﺑﺪاﻋﻴــﺔ ﺗﺤﺘــﺎج إﱃ ﺗﺪرﻳــﺐ‬ ‫ﻛﺜــري ﻻﺗﻘﺎﻧﻬــﺎ وأن اﻟﻄــﻼب اﻟﺬﻳــﻦ‬ ‫ﻳﺮﻳــﺪون ﻛﺘﺎﺑــﺔ ﻗﺼﺼﻬــﻢ ﻳﺠــﺐ أن‬ ‫ﻳﺘﻌﻠﻤــﻮا ﻛﻴﻔﻴــﺔ رﺳــﻢ اﻟﺸــﺨﺼﻴﺔ ﰲ‬ ‫اﻟﺮواﻳــﺔ ﻗﺒــﻞ اﻟﺒــﺪء ﰲ اﻟﻜﺘﺎﺑــﺔ‪.‬‬ ‫ﻛــام ﻗــﺎل ﺿﻴــﻒ اﻟﻠــﻪ‪» ،‬ﻣﻄﻠــﻮب‬ ‫ﻣﻨــﻚ ﻛﻜﺎﺗــﺐ أن ﺗﻐــري ﺟﻠــﺪك‬ ‫وﺗﻠﺒــﺲ ﺟﻠــﺪ ﺷــﺨﺼﻴﺎت اﻟﻌﻤــﻞ‬ ‫اﻟــﺮوايئ ﻟــﻚ«‬ ‫ﴍح ﺿﻴــﻒ اﻟﻠــﻪ ﻣﻌﻨــﻰ اﳌﻘﺎﻟــﺔ‬ ‫اﻻدﺑﻴــﺔ وﻛﻴﻔﻴــﺔ ﻛﺘﺎﺑﺘﻬــﺎ وأﻛــﺪ أن‬ ‫اﳌﻘﺎﻟــﺔ اﻻدﺑﻴــﺔ ﻫــﻲ اﳌﻘﺎﻟــﺔ اﻟﺘــﻲ‬ ‫ﻳﻜﺘﺒﻬــﺎ اﻟﻜﺎﺗــﺐ وﻫــﻮ ﻟﺪﻳــﻪ ﺧﻄــﺔ‬ ‫أدﺑﻴــﺔ واﻟﺘــﻲ ﺗﻌﻨــﻲ أن اﻟﻜﺎﺗــﺐ‬ ‫ﻗــﺎدرا ﻋــﲆ ﻛﺘﺎﺑــﺔ اﻟﻨــﺺ ﺑﺎﻟﺘﻔﺎﺻﻴــﻞ‬ ‫ﻗﺎﺋــﻼً‪» ،‬اﻟﻮﺻــﻒ ﻫــﻮ ﻟﻐــﺔ اﻟــﺮاوي‬ ‫ﻟﻠﺘﻮاﺻــﻞ ﻣــﻊ اﻟﻘــﺎرئ ‪«.‬‬ ‫ﰲ اﻟﻨﺼــﻒ اﻵﺧــﺮ ﻣــﻦ اﻟﻮرﺷــﺔ‪،‬‬ ‫اﻋﻄــﻲ ﺿﻴــﻒ اﻟﻠــﻪ ﺗﺪرﻳﺒــﺎت‬ ‫ﻛﺘﺎﺑﻴــﺔ أﺧــﺮى ﻟﻠﻄــﻼب وﻣــﻦ ﺿﻤــﻦ‬ ‫ﻫــﺬه اﻟﺘﺪرﻳﺒــﺎت‪ ،‬ﻛﺘﺎﺑــﺔ ﺣــﻮارا‬ ‫ﻛﺎﻣــﻼ ﻣــﻊ ﺷــﺨﺼني ﻳﺘﺠــﺎدﻻن ﺣــﻮل‬

‫أﻣــﺮ ﻣــﺎ ﻻﺧﺘﺒــﺎر ﻣــﺪى ﻗﺪرﺗﻬــﻢ‬ ‫ﻋــﲆ اﻟﺘﺨﻴــﻞ واﻹﺑــﺪاع‪ .‬ﻛﺎن ﻫﻨــﺎك‬ ‫ﺗﺪرﻳــﺐ اﺧــﺮ ﻣﻄﻠــﻮب ﻣــﻦ اﻟﻄــﻼب‬ ‫و ﻫــﻮ اﻟﻜﺘﺎﺑــﺔ ﺑﺎﻟﺴــﺎن اﻟﺬﻛــﺮ‪.‬ﻛﺎن‬ ‫اﻟﺤﺎﴐﻳــﻦ ﰲ ﻫــﺬه اﻟﻮرﺷــﺔ ﻃﺎﻟﺒــﺎت‬ ‫ﺑﻨــﺎت و ﻛﺎن ﻛﻄﻠــﻮب ﻣﻨﻬــﻢ ﻛﺘﺎﺑــﺔ‬ ‫ﻓﻘــﺮة اﺑﺪاﻋﻴــﺔ ﻋــﻦ ﻣﻮﻗــﻒ ﻣﻌــني‬ ‫ﺣــﺪث ﻟﻬــﻢ و ان ﻳﺘﺨﻴﻠــﻮا ﻧﻔﺴــﻬﻢ‬ ‫رﺟــﺎل اﺛﻨــﺎء اﻟﻜﺘﺎﺑــﺔ‪.‬ﻛﺎن اﻟﻬــﺪف‬ ‫ﻣــﻦ ﻫــﺬا اﻟﺘﺪرﻳــﺐ و اﻟﺘﺨﻠــﺺ ﻣــﻦ‬ ‫اﻻﻓــﻜﺎر اﻟﺮاﺳــﺨﺔ ﻋــﻦ اﻟﺮﺟــﻞ ﻋﻨــﺪ‬ ‫اﳌــﺮأة و ﺗﺨﻴﻠــﻪ ﰲ ﻣﻮاﻗــﻒ اﻧﺴــﺎﻧﻴﺔ‬ ‫ﻏــري ﻣﻌﺘــﺎدة‪.‬‬ ‫اوﺿــﺢ ﺿﻴــﻒ اﻟﻠــﻪ اﻧــﻪ ﻣــﻦ‬ ‫ﻋﻮاﻣــﻞ اﻟﻜﺎﺗــﺐ اﳌﺒــﺪع اﻧــﻪ‬ ‫ﻳﺴــﺘﻄﻴﻊ ان ﻳﻜﺘــﺐ ﺷــﺨﺼﻴﺎت‬ ‫ﺑﻌﻴــﺪة ﻋــﻦ ﺷــﺨﺼﻴﺘﻪ اﻻﺳﺎﺳــﻴﺔ ﻛــام‬ ‫أوﺿــﺢ اﻳﻀــﺎ ان ﺗﺨﻴــﻞ اﻟﺸــﺨﺼﻴﺎت‬ ‫اﻟﻐــري اﳌﻌﺘــﺎدة و متــﺮ ﺑﺘﺠــﺎرب‬ ‫ﻣﺨﺘﻠﻔــﺔ‪ ،‬ﻛﺠــﺰء ﻣــﻦ اﻻﺑــﺪاع‪.‬‬ ‫اﻟﺠﺪﻳــﺮ ﺑﺎﻟﺬﻛــﺮ ان ورش اﻟﻜﺘﺎﺑــﺔ‬ ‫اﻻﺑﺪاﻋﻴــﺔ اﻟﺘــﻲ ﺗﺤــﺪث ﺧــﺎرج ﻧﻄﺎق‬ ‫اﻟﺠﺎﻣﻌــﺎت ﻣﺜــﻞ ورش اﻟﻜﺘﺎﺑــﺔ اﻟﺘــﻲ‬ ‫ﻳﻘــﻮم ﺑﻨﻈﻴﻤﻬــﺎ ﻛﺘــﺎب و رواﺋﻴــني‬ ‫‪،‬ﺗﻜــﻮن ذات اﻫﻤﻴــﺔ ﻟﻠﻤﻮﻫﻮﺑﻴــني‬ ‫ﰲ اﻟﻜﺘﺎﺑــﺔ و اﻟﺬﻳــﻦ ﻳﺮﻳــﺪوا ان‬ ‫ﻳﻄــﻮروا ﻧﻔﺴــﻬﻢ‪.‬ﻛﺎن اﻟــﺮوايئ ﻳــﺎﴎ‬ ‫ﻋﺒــﺪ اﻟﻠﻄﻴــﻒ ﻣــﻦ اواﺋــﻞ ﻣﺆﺳــﴘ‬ ‫ورﺷــﺔ اﻟﻜﺘﺎﺑــﺔ اﻻﺑﺪاﻋﻴــﺔ ﰲ ﻣــﴫ و‬ ‫ﻛﺎﻧــﺖ ﺑﺎﻟﺘﻌــﺎون ﻣــﻊ ﻣﻜﺘﺒــﺔ اﻟﻜﺘــﺐ‬ ‫ﺧــﺎن ﺑﺎﳌﻌــﺪي ﻋــﺎم ‪.٢٠٠٥‬اﻟﻜﺎﺗــﺐ‬ ‫و اﻟــﺮوايئ ﻣﺤﻤــﺪ ﻋﺒــﺪ اﻟﻨﺒــﻲ ﻣــﻦ‬ ‫ﺿﻤــﻦ اﻟﻜﺘــﺎب اﻟﺬﻳــﻦ اﻗﺎﻣــﻮا ورش‬ ‫ﻛﺘﺎﺑــﺔ اﺑﺪاﻋﻴــﺔ ﻓﺒــام ﺑﻌــﺪ‪.‬‬

‫قــــانون مــــنع الـميـــــراث الـــجديد بــــــن الـواقــــع والتطـــبـيـــق‬ ‫تقرير‪ :‬سارة محمد‬

‫ﺑﻌــﺪ ﻣــﺮور أﻛــرث ﻣــﻦ ﻋــﺎم ﻋﲆ ﻣﺤــﺎوﻻت‬ ‫ﺗﻌﺪﻳــﻞ ﻗﺎﻧــﻮن اﳌـرياث ﻟﻌــﺎم ‪ ،١٩٤٣‬أﺻﺪر‬ ‫اﻟﱪﳌــﺎن اﳌــﴫي ﻗـﺮارا ﰲ دﻳﺴــﻤﱪ اﳌــﺎﴈ‬ ‫ﻋــﲆ إﺿﺎﻓــﺔ ﻣــﺎدة ﺟﺪﻳــﺪة ﻟﻠﻘﺎﻧــﻮن‬ ‫ﺗﻀﻤــﻦ ﻟﻠﻤـﺮأة ﺣﻘﻬــﺎ اﻟﴩﻋــﻲ ﰲ اﳌرياث‬ ‫ﺑﻌــﺪ ﺣﺮﻣــﺎن اﻷﻏﻠﺒﻴــﺔ ﻣﻨﻬﺎ ﰲ ﺑﻠــﺪ ﺗﺘﺄﺻﻞ‬ ‫ﻓﻴــﻪ اﻷﻋـﺮاف واﻟﺘﻘﺎﻟﻴــﺪ اﻟﺜﻘﺎﻓﻴﺔ ‪.‬‬ ‫واﻓــﻖ اﻟﱪﳌــﺎن ﻋــﲆ إﺿﺎﻓــﺔ اﳌــﺎدة‬ ‫اﻟﺠﺪﻳــﺪة ﻟﻠﻘﺎﻧــﻮن ﺑﻌــﺪ أن ﻗــﺪم ﻣﺠﻠــﺲ‬ ‫اﻟــﻮزراء‪ ،‬واﳌﺠﻠــﺲ اﻟﻘﻮﻣــﻲ ﻟﻠﻤــﺮأة‬ ‫)‪ ،(NCW‬واﻻﺗﺤــﺎدات اﳌﺪﻧﻴــﺔ ﻋــﺪة‬ ‫ﻣﺸــﺎرﻳﻊ ﻗﻮاﻧــني ﰲ ﻳﻨﺎﻳــﺮ ‪ ،٢٠١٦‬دﻳﺴــﻤﱪ‬ ‫‪ ،٢٠١٦‬وﺳــﺒﺘﻤﱪ ‪ ،٢٠١٧‬ﻋــﲆ اﻟﺘــﻮاﱄ‪،‬‬ ‫ﻟﺘﻌﺪﻳــﻞ ﻗﺎﻧــﻮن اﳌ ـرياث )رﻗــﻢ ‪ ٧٧‬ﻟﻌــﺎم‬ ‫‪.(١٩٤٣‬‬ ‫وﺗﻨــﺺ اﳌــﺎدة ‪ ٤٩‬ﻣــﻦ اﻟﻘﺎﻧــﻮن اﻟﺠﺪﻳــﺪ‬ ‫ﻋــﲆ أن أي ﺷــﺨﺺ ﻳﺮﻓﺾ ﻋﻤــﺪا ً اﻟﻮرﻳﺚ‪،‬‬ ‫ﺳـﻮاء ﻛﺎن ذﻛـﺮا ً أو أﻧﺜــﻰ‪ ،‬ﻧﺼﻴﺒــﻪ اﻟﻘﺎﻧــﻮين‬ ‫ﻣــﻦ اﳌـرياث أو ﻳﺼــﺎدر وﺛﻴﻘــﺔ ﺗﺆﻛــﺪ ﻫﺬه‬ ‫اﻟﺤﺼــﺔ‪ ،‬ﻳُﺴــﺠﻦ ﳌــﺪة ﻻ ﺗﻘــﻞ ﻋــﻦ ﺳــﺘﺔ‬ ‫أﺷــﻬﺮ وﻳﺨﻀﻊ ﻟﻐﺮاﻣﺔ ﺗﱰاوح ﺑــني ‪٢٠،٠٠٠‬‬ ‫و‪ ١٠٠،٠٠٠‬ﺟﻨﻴــﻪ ﻣــﴫي‪ .‬أﻣــﺎ ﰲ ﺣﺎﻟــﺔ‬ ‫اﳌﻴــﻞ ﻟﺘﻜ ـﺮار اﳌﺨﺎﻟﻔــﺔ‪ ،‬ﺗﻜــﻮن اﻟﻌﻘﻮﺑــﺔ‬ ‫أﻗــﻞ ﻣــﻦ ﺳــﻨﺔ واﺣــﺪة ﰲ اﻟﺴــﺠﻦ‪.‬‬ ‫ﴏﺣــﺖ راﻧﻴــﺎ ﻳﺤﻴــﻰ‪ ،‬ﻋﻀــﻮ اﻟﻠﺠﻨــﺔ‬ ‫اﻟﺘﻨﻔﻴﺬﻳــﺔ ﰲ ‪ ،NCW‬ﻟﻠﻘﺎﻓﻠــﺔ أن ﻫــﺬه‬ ‫اﻟﺘﻌﺪﻳــﻼت متُ ﺜــﻞ ﺧﻄﻮة ﻛﺒــرية ﻧﺤﻮ متﻜني‬ ‫اﳌــﺮأة ﰲ ﻣــﴫ‪ ،‬ﻧﻈــﺮا ً ﻷن اﻟﻌﺪﻳــﺪ ﻣــﻦ‬ ‫اﻷُﴎ ﺗُﺤــﺮم اﳌـﺮأة ﻣﻦ ﺣﻘﻮﻗﻬــﺎ ﰲ اﳌرياث‪.‬‬ ‫وأﻋﺮﺑــﺖ ﻳﺤﻴــﻰ‪» ،‬إن ﻫــﺬا اﻟﺘﻌﺪﻳــﻞ‬ ‫ﻳﺘــامﳽ ﻣــﻊ اﳌــﺎدة ‪ ١١‬ﻣــﻦ اﻟﺪﺳــﺘﻮر‬ ‫اﳌــﴫي اﻟــﺬي ﻳﺸــﺪد ﻋــﲆ ﻣﺴــﺆوﻟﻴﺔ‬ ‫اﻟﺪوﻟــﺔ ﰲ ﺣامﻳــﺔ اﻟﻨﺴــﺎء ﻣــﻦ ﺟﻤﻴــﻊ‬ ‫أﺷــﻜﺎل اﻟﻌﻨــﻒ‪«.‬‬ ‫»إن إﻧــﻜﺎر اﳌــﻮروث ﻋــﻦ اﻟﺤﺼــﺔ‬ ‫اﻟﻘﺎﻧﻮﻧﻴــﺔ ﻣــﻦ اﳌـرياث ﻋﻤﺪا ً ﻳُﻌﺘﱪ ﺷــﻜﻞ‬ ‫ﻣــﻦ أﺷــﻜﺎل اﻟﻌﻨــﻒ اﻻﻗﺘﺼــﺎدي وﻳﺴــﻌﻰ‬ ‫‪ NCW‬إﱃ وﺿــﻊ ﺣــﺪ ﻟﻠﻌﻨــﻒ اﳌﻔــﺮوض‬ ‫ﻋــﲆ اﻟﻨﺴــﺎء ﺑﺠﻤﻴــﻊ أﺷــﻜﺎﻟﻪ‪ .‬وﻳﻌﺘــﱪ‬ ‫ﻫــﺬا اﻟﺘﻌﺪﻳــﻞ ﺟــﺰءا ً ﻣــﻦ ﺧﻄــﺔ اﳌﺠﻠــﺲ‬ ‫اﻟﺨﺎﺻــﺔ ﺑﺘﻤﻜــني اﳌ ـﺮأة ﰲ ﻣــﴫ‪«.‬‬ ‫وأﺿﺎﻓــﺖ ﻳﺤﻴــﻰ أن اﳌﺠﻠــﺲ مل ﻳﺘﻤﻜــﻦ‬ ‫ﺑﻌــﺪ ﻣــﻦ ﺗﺤﺪﻳــﺪ ﻧﺴــﺒﺔ اﻟﻨﺴــﺎء اﻟﻠ ـﻮايت‬ ‫ﻳﻌﺘــﱪن اﻟﺘﻌﺪﻳﻞ »ﻣﻔﻴــﺪا ً« وﺑﺎﻟﺘــﺎﱄ رﻓﻌﻦ‬ ‫دﻋــﺎوى ﺿــﺪ أﺷــﻘﺎﺋﻬﻦ أو أﺑﻨــﺎء ﻋﻤﻮﻣﻬــﻦ‬ ‫ﻳﻄﺎﻟــنب ﺑﺈرﺛﻬﻦ‪.‬‬ ‫ﻟﻜﻨﻬــﺎ ﺗﻘــﻮل أن ﻋــﺪد اﻹﻧــﺎث اﻟــﻼيت‬ ‫ﻃﺎﻟــنب ﺑﺤﻘﻮﻗﻬــﻦ زاد ﺑﻌــﺪ ﺗﻌﺪﻳــﻞ ﻗﺎﻧﻮن‬ ‫اﳌ ـرياث وان اﻟﻌــﺪد ﺳــﻴﺰداد ﺑﺸــﺪة ﻣــﻊ‬

‫زﻳــﺎدة اﻟﻮﻋــﻲ ﻣــﻦ ﺧــﻼل وﺳــﺎﺋﻞ اﻹﻋــﻼم‪،‬‬ ‫وﺑﺎﻟﺘــﺎﱄ ﺳــﻴﻜﻮن ﻟــﻪ ﺗﺄﺛــري أﻗــﻮى ﰲ‬ ‫اﻟﺴــﻨﻮات اﻟﻘﺎدﻣــﺔ‪.‬‬ ‫ﻣــﻦ ﻧﺎﺣﻴــﺔ اﺧــﺮى‪ ،‬ﴏﺣــﺖ ﻧــﺪى‬ ‫ﻧﺸــﺄت‪ ،‬ﻣﺴــﺆوﻟﺔ اﻟﺪﻓــﺎع وﻛﺴــﺐ‬ ‫اﻟﺘﺄﻳﻴــﺪ مبﺆﺳﺴــﺔ ﻗﻀﺎﻳــﺎ اﳌ ـﺮأة اﳌﴫﻳــﺔ‬ ‫)‪ ،(CEWLA‬ﻟﻠﻘﺎﻓﻠــﺔ أن اﻟﻘﺎﻧــﻮن اﻟﺠﺪﻳــﺪ‬ ‫ﻏــري ﻋﻤــﲇ ﺑﺴــﺒﺐ اﻟﻌــﺪد اﻟﺜﺎﺑــﺖ ﻣــﻦ‬ ‫اﻟﺤــﺎﻻت اﻟﺘــﻲ ﻻ ﺗـﺰال ﺗــﺰور اﳌﺆﺳﺴــﺔ ﰲ‬ ‫ﻣﺤــﺎوﻻت ﻟﻄﻠــﺐ اﳌﺴــﺎﻋﺪة ﰲ اﻟﺤﺼــﻮل‬ ‫ﻋــﲆ ﻣرياﺛﻬــﻢ‪.‬‬ ‫ﻗﺎﻟــﺖ ﻧﺸــﺄت‪» ،‬ﻳﺠــﺐ ﻋــﲆ اﻟﺤﻜﻮﻣــﺔ‬ ‫ﺗﻮﻓــري آﻟﻴــﺎت واﺿﺤــﺔ ﻟﻠﺘﻌﺎﻣــﻞ اﳌــﺮأة‬ ‫ﺑﻄﺮﻳﻘــﺔ ﻋﺎدﻟــﺔ وميﻜــﻦ اﻻﻋﺘــامد ﻋﻠﻴﻬــﺎ‪.‬‬ ‫ﻋﻨﺪﺋﺬ ﻳﺼﺒــﺢ اﻟﺘﴩﻳﻊ أداة ﺣﻘﻴﻘﻴــﺔ ﺑﺪﻻً‬ ‫ﻣــﻦ ﻧﺺ ﻗﻀــﺎيئ ﻟﻠﺤﺼــﻮل ﻋــﲆ اﻟﺤﻘﻮق‪.‬‬ ‫ﻟﻘــﺪ أﻣﻀــﺖ اﻟﻌﺪﻳــﺪ ﻣﻦ اﻟﻨﺴــﺎء ﺳــﻨﻮات‬ ‫ﰲ ﻣﻤ ـﺮات اﳌﺤﺎﻛــﻢ دون ﺟــﺪوى‪«.‬‬ ‫ووﺻﻔــﺖ ﻧﺸــﺄت اﻟﺘﴩﻳــﻊ ﺑﺄﻧــﻪ‬ ‫»ﻳﺘﺠﺎﻫــﻞ أﺑﻌﺎد أﺧﺮى ﻣﻬﻤﺔ ﻟﻠﻤﺸــﻜﻠﺔ«‪،‬‬ ‫ﻣﺸــرية إﱃ ﻏﺎﻟﺒﻴــﺔ اﻹﻧــﺎث اﻟــﻼيت ﻳﻮاﺟﻬــﻦ‬ ‫ﻗﻀﺎﻳــﺎ ﻣـرياث وﻳﺮﻓﻀــﻮن ﻓﻀــﺢ ﻋﺎﺋﻼﺗﻬﻢ‬ ‫ﻋــﻦ ﻃﺮﻳــﻖ رﻓــﻊ دﻋﻮى ﺿــﺪ أﺷــﻘﺎﺋﻬﻢ أو‬ ‫أﺑﻨــﺎء أﻋامﻣﻬــﻢ‪.‬‬ ‫وأﻓﺼﺤﺖ ﻟﻠﻘﺎﻓﻠﺔ‪» ،‬ﰲ اﻷﺣـﻮال اﻟﻌﺎدﻳﺔ‪،‬‬ ‫ﻳﺠــﺐ ﻋــﲆ اﻟﻮرﺛــﺔ إﺻــﺪار إﻋــﻼن وراﺛــﺔ‬ ‫ﻳــﴪد ﺟﻤﻴــﻊ ﻣﻤﺘﻠــﻜﺎت وأﻣــﻼك اﳌﺘــﻮﰱ‬ ‫ﻣــﻊ اﻟﻘﻴــﻢ اﳌﻘﺎﺑﻠــﺔ ﻟﻬــﻢ‪ .‬ﻣــﻦ أﺟــﻞ ﺟﻌﻞ‬ ‫ذﻟــﻚ اﻟﺘﴩﻳــﻊ ﻓﻌــﺎل‪ ،‬ﻳﺠــﺐ ﻋــﲆ اﳌـﺮأة‬ ‫أن ﺗﺤﺠــﺐ وﺛﻴﻘــﺔ ﺷــﺨﺼﻴﺔ ﺗﺜﺒــﺖ ﺣﻘﻬﺎ‬ ‫اﻟﻘﺎﻧــﻮين ﰲ اﳌـرياث ﻋــﲆ اﻟﻔــﻮر ﺑــﺪﻻً ﻣــﻦ‬ ‫اﻧﺘﻈــﺎر ﺗﻮزﻳﻌــﻪ ﻣــﻦ ِﻗﺒﻞ أﺷــﻘﺎﺋﻬﺎ‪«.‬‬ ‫وﺑﺤﺴــﺐ ﺻﺤﻴﻔــﺔ »اﳌﻮﻧﻴﺘــﻮر« )‪Al-‬‬ ‫‪ ،(Monitor‬أﺷــﺎر ﻣﺴــﺢ أﺟــﺮي ﻋــﺎم‬ ‫‪ ٢٠١٠‬ﻟـــ ‪ ٢٠٠‬اﻣـﺮأة ﻣﴫﻳــﺔ إﱃ أن ﺣـﻮاﱄ‬ ‫‪ ٦٠‬ﺑﺎﳌﺌــﺔ ﻣﻨﻬــﻦ مل ﻳﺘﻠﻘــني أي ﻣـرياث‪ ،‬وﻻ‬ ‫ﺗﺠــﺮؤ اﻟﻨﺴــﺎء ﰲ ﺻﻌﻴــﺪ ﻣــﴫ ﺗﺤﺪﻳــﺪا ً‬ ‫ﻋــﲆ اﳌﻄﺎﻟﺒــﺔ ﺑﺤﻘﻮﻗﻬــﻦ ﰲ اﳌ ـرياث‪.‬‬ ‫ﻳﺘﺒــﻊ اﻟﻘﺎﻧــﻮن اﳌﴫي ﺗﻔﺴـريا ً ﻟﻠﴩﻳﻌﺔ‬ ‫اﻹﺳــﻼﻣﻴﺔ‪ ،‬ﺣﻴــﺚ ﻳــﺮث اﻟﺮﺟــﻞ ﺿﻌــﻒ‬ ‫ﻣــﺎ ﺗﻌﺘﻤــﺪه اﻷﻧﺜــﻰ ﻋــﲆ ﻣــﺎ ورد ﰲ ﺳــﻮرة‬ ‫اﻟﻨﺴــﺎء ﰲ اﻟﻘــﺮآن اﻟﻜﺮﻳــﻢ )‪ .(٤:١١‬وﻣــﻊ‬ ‫ذﻟــﻚ‪ ،‬ﻫﻨــﺎك ﺗﻔﺴ ـريات ﻣﺨﺘﻠﻔــﺔ ﺑﺸــﺄن‬ ‫ﻗﻮاﻧــني اﳌ ـرياث اﻹﺳــﻼﻣﻴﺔ‪.‬‬ ‫وﻓﻘــﺎً ﳌﻮﻗــﻊ دار اﻹﻓﺘــﺎء اﳌــﴫي‪ ،‬ﻻ‬ ‫ﻳﺴــﺘﻨﺪ اﻻﺧﺘــﻼف ﰲ اﳌـرياث ﻋــﲆ ﺟﻨــﺲ‬ ‫اﻟﻮرﻳــﺚ‪ ،‬ﺑــﻞ ﻋــﲆ ﺛﻼﺛــﺔ ﴍوط أﺳﺎﺳــﻴﺔ‬ ‫وﻫــﻢ‪ :‬درﺟــﺔ اﻟﻘﺮاﺑــﺔ إﱃ اﳌﺘــﻮﰱ‪ ،‬واﻟﺠﻴــﻞ‬ ‫اﻟــﺬي ﻳﻨﺘﻤــﻲ إﻟﻴــﻪ اﻟﻮرﻳــﺚ‪ ،‬واﳌﺴــﺆوﻟﻴﺔ‬ ‫اﳌﺎﻟﻴــﺔ ﻟﻠﻮرﻳــﺚ‪.‬‬ ‫ﺑﺤﺴــﺐ دراﺳــﺔ أﺟﺮﺗﻬــﺎ ﻋﺎﳌــﺔ اﻻﺟﺘامع‬

‫ﺳــﻠﻮى اﳌﻬــﺪي ﰲ ﻋــﺎم ‪ ٢٠٠٩‬ﺑﻌﻨــﻮان‬ ‫»ﻣـرياث اﳌـﺮأة ﰲ ﺻﻌﻴــﺪ ﻣﴫ ﺑــني اﻟﻮاﻗﻊ‬ ‫واﳌﺄﻣــﻮل«‪ ،‬ﺗﺘﺒــﻊ اﻟﻌﺎﺋــﻼت ﰲ ﺻﻌﻴﺪ ﻣﴫ‬ ‫ﻋﺎدة ﺗﺴــﻤﻰ »رﺿــﻮى« ﺣﻴﺚ ﻳﺘــﻢ إﻋﻄﺎء‬ ‫اﻹﻧــﺎث ﻣﺒﻠــﻎ ﻣــﻦ اﳌــﺎل ﺑــﺪﻻً ﻣــﻦ اﳌرياث‬ ‫اﻟﻜﲇ‪.‬‬ ‫وﻛﺸــﻔﺖ اﻟﺪراﺳــﺔ أن ﺣـﻮاﱄ ‪ ٩٦‬ﺑﺎﳌﺌــﺔ‬ ‫ﻣــﻦ اﻟﻨﺴــﺎء ﰲ ﻣﺤﺎﻓﻈﺘﻲ ﺳــﻮﻫﺎج وﻗﻨﺎ ﻻ‬ ‫ﻳﺤﺼﻠــﻦ ﻋــﲆ اﳌـرياث اﻟﺼﺤﻴــﺢ مبﻮﺟــﺐ‬ ‫اﻷﻋـﺮاف واﻟﻌــﺎدات اﻟﺘــﻲ ﻻ ﺗﺤــﺎيب اﳌـرياث‬ ‫ﻟﻠﻨﺴــﺎء ﺧﻮﻓـﺎً ﻣــﻦ أن ﻳﺄﺧــﺬ أزواﺟﻬــﻦ أو‬ ‫أﻃﻔﺎﻟﻬــﻦ اﳌـرياث ﻋﻤــﺪا ً‪.‬‬ ‫وأوﺿﺤــﺖ ﻳﺤﻴﻲ ﻫﺬه اﳌﺴــﺄﻟﺔ ﻟﻠﻘﺎﻓﻠﺔ‪،‬‬ ‫»ﻏﺎﻟﺒـﺎً ﻣــﺎ ﻳﺮﻓــﺾ أﺷــﻘﺎء اﻟﻨﺴــﺎء إﻋﻄﺎﺋﻬﻢ‬ ‫اﳌـرياث ﺧﻮﻓـﺎً ﻣــﻦ أن ﻳﺄﺧــﺬ أزواﺟﻬــﻦ أو‬ ‫أﺑﻨﺎﺋﻬــﻦ اﳌـرياث وﺑﺎﻟﺘــﺎﱄ ﺳــﻴﺘﻢ ﻧﻘﻠــﻪ إﱃ‬ ‫اﻟﻐﺮﺑــﺎء وﻫــﻮ أﻣــﺮ ﻏــري ﻣﻘﺒــﻮل ﺧﺎﺻــﺔ ﰲ‬ ‫ﺻﻌﻴﺪ ﻣــﴫ‪«.‬‬ ‫ﰲ ﻫﺬا اﻟﺼﺪد‪ ،‬أﻓﺼﺤﺖ ﻧﺸــﺄت ﻟﻠﻘﺎﻓﻠﺔ‬ ‫أن اﳌﴫﻳــني ﻳﺴــﻴﺌﻮن ﺗﻔﺴــري اﻟﴩﻳﻌــﺔ‬ ‫ﳌﺼﻠﺤﺘﻬــﻢ ﻷن اﻻﺧﺘــﻼف ﰲ اﳌــرياث ﰲ‬ ‫اﻟﴩﻳﻌﺔ اﻹﺳــﻼﻣﻴﺔ ﻣﻦ اﳌﻔﱰض أﻻ ﻳﺴﺒﺐ‬ ‫أي ﻇﻠــﻢ ﻟﻺﻧــﺎث‪.‬‬ ‫وأوﺿﺤــﺖ ﻧﺸــﺄت‪» ،‬ﻋــﲆ ﺳــﺒﻴﻞ اﳌﺜﺎل‪،‬‬ ‫زوﺟــﺔ اﳌﺘــﻮﰱ ﻫــﻲ إﻣ ـﺮأة ﻧﺎﺿﺠــﺔ ﻟﻬــﺎ‬ ‫ذﻣــﺔ ﻣﺎﻟﻴــﺔ ﻣﻨﻔﺼﻠــﺔ‪ ،‬أي ﺑﻌﺒــﺎرة أﺧــﺮى‪،‬‬ ‫ﻳﺤــﻖ ﻟﻬﺎ أن ﺗﺴــﺘﻠﻢ ﻣرياﺛﻬــﺎ ﺑﺎﻟﻜﺎﻣــﻞ وأن‬ ‫ﺗﻜــﻮن ﻣﺴــﻴﻄﺮة ﻋﻠﻴــﺔ‪ ،‬وأﺧﻴﻬــﺎ أو اﺑــﻦ‬ ‫ﻋﻤﻬــﺎ ُﻣﻠــﺰم ﺑﺴـﺆاﻟﻬﺎ إذا ﻛﺎﻧــﺖ ﺗﺮﻳــﺪه أن‬ ‫ﻳﻜــﻮن ﻣﺴــﺆوﻻً ﻋــﻦ اﳌ ـرياث أم ﻻ‪«.‬‬ ‫ﻛــام أﺷــﺎرت ﻧﺸــﺄت أﻧــﻪ ﺑﻐــﺾ اﻟﻨﻈــﺮ‬ ‫ﻋــﻦ اﻟﺮﻛﺎﺋــﺰ اﻟﺪﻳﻨﻴــﺔ ﻟﺬﻟــﻚ اﻟﻘﺎﻧــﻮن‪ ،‬ﻓــﺈن‬ ‫اﻟﺮﺟــﺎل اﳌﴫﻳــني ﻏﺎﻟﺒــﺎً ﻣــﺎ ﻳﺴــﺘﻐﻠﻮن‬ ‫اﻟﻘﻮاﻧني اﻹﺳــﻼﻣﻴﺔ ﺑﺸــﻜﻞ ﻋﺎم ﳌﺼﻠﺤﺘﻬﻢ‬ ‫اﻟﺸﺨﺼﻴﺔ‪.‬‬ ‫وﻗﺎﻟــﺖ‪» ،‬وﻓﻘــﺎً ﻟﻠﴩﻳﻌــﺔ اﻹﺳــﻼﻣﻴﺔ‪،‬‬ ‫ﻳﺠــﺐ ﻋــﲆ اﻷزواج متﻮﻳــﻞ زوﺟﺎﺗﻬــﻢ‬ ‫وأوﻻدﻫــﻢ ﺑﺎﻟﻜﺎﻣــﻞ‪ ،‬وﻟﻜــﻦ ‪CEWLA‬‬ ‫ﺗﺘﻠﻘــﻰ ﺑﺎﺳــﺘﻤﺮار آﻻف اﻟﺤــﺎﻻت ﻛﻞ ﺷــﻬﺮ‬ ‫ﺣﻴــﺚ ﻳﺮﻓــﺾ اﻟﺮﺟــﺎل ﺗﺤﻤﻞ ﻣﺴــﺆوﻟﻴﺎت‬ ‫ﻋﺎﺋﻼﺗﻬــﻢ اﳌﺎﻟﻴــﺔ‪ ،‬ﺧﺎﺻــﺔ ﺑﻌــﺪ اﻟﻄــﻼق‪،‬‬ ‫وﺗــﱰك اﻟﻨﺴــﺎء دون أي ﻣﺼــﺪر ﻟﻠﺪﺧــﻞ‪«.‬‬ ‫ﺗﻘــﻮل ﻫﻴﻠــني رﻳــﺰو‪ ،‬أﺳــﺘﺎذة ﻋﻠــﻢ‬ ‫اﻻﺟﺘــامع ﺑﺎﻟﺠﺎﻣﻌﺔ اﻷﻣﺮﻳﻜﻴﺔ ﺑﺎﻟﻘﺎﻫﺮة‪ ،‬إن‬ ‫ﻫﻨــﺎك ﺳــﺒﺒﺎً آﺧــﺮ ميﻨــﻊ اﻟﻨﺴــﺎء ﻣــﻦ رﻓﺾ‬ ‫ﻗﻀﺎﻳــﺎ اﻹﻳﺪاع ﺿﺪ أﺷــﻘﺎﺋﻬﻢ ﻷن اﻟﻨﺴــﺎء ﻻ‬ ‫ﻳﺮﻏــنب ﰲ اﻟﺤﺼــﻮل ﻋــﲆ اﻟﺠﺎﻧــﺐ اﻟﺴــﻴﺊ‬ ‫ﻣــﻦ إﺧﻮاﻧﻬــﻢ ﰲ ﺣــﺎل اﻻﺣﺘﻴــﺎج إﱃ اﻟﺪﻋﻢ‬ ‫ﰲ أوﻗــﺎت اﻷزﻣــﺎت‪ ،‬ﻣﺜــﻞ اﻟﺤﺼــﻮل ﻋــﲆ‬ ‫اﻟﻄــﻼق‪.‬‬ ‫ﺑﺼﻔﺘﻬﺎ ﻋﺎﳌــﺔ اﺟﺘامﻋﻴــﺔ‪ ،‬ﻗﺪﻣــﺖ رﻳﺰو‬

‫ﺗﻨﺺ اﳌﺎدة ‪ ٤٩‬ﻣﻦ اﻟﻘﺎﻧﻮن اﻟﺠﺪﻳﺪ ﻋﲆ أن أي ﺷﺨﺺ ﻳﺮﻓﺾ ﻋﻤﺪا ً اﻟﻮرﻳﺚ‪ ،‬ﺳﻮاء ﻛﺎن ذﻛﺮا ً أو أﻧﺜﻰ‬ ‫ﺗﻔﺴــريا ً ﺣــﻮل أﺳــﺒﺎب ﻫــﺬا اﻟﺴــﻴﻨﺎرﻳﻮ‬ ‫اﻷﻛــرث ﺷــﻴﻮﻋﺎً ﰲ اﳌﻨﺎﻃــﻖ اﻟﺰراﻋﻴــﺔ ﻋــﻦ‬ ‫اﳌــﺪن اﻟﺤﴬﻳــﺔ‪.‬‬ ‫ووﻓﻘـﺎً ﻟﻬــﺎ‪ ،‬ﻳُﻌﺘــﱪ اﻟﺮﺟــﻞ أﻛــرث أﻫﻤﻴــﺔ‬ ‫ﰲ ﻣﺜــﻞ ﺗﻠــﻚ اﳌﻨﺎﻃــﻖ ﻷﻧــﻪ »ميﺘﻠــﻚ‬ ‫اﻟﻌﻀــﻼت« ﻻﺳــﺘﺨﺪام اﻷدوات واﻵﻻت‬ ‫اﻟﺜﻘﻴﻠــﺔ‪ .‬ﻋﻨﺪﻣــﺎ ﻳﺘــﻢ اﺳــﺘﺒﻌﺎد اﳌـﺮأة ﻣــﻦ‬ ‫اﳌﺼــﺪر اﻟﺮﺋﻴــﴘ ﻟﻠﺘﻤﻮﻳﻞ‪ ،‬ﰲ ﻫــﺬه اﻟﺤﺎﻟﺔ‬ ‫اﻟﺰراﻋــﺔ‪ ،‬ﺗﺼﺒــﺢ أدوارﻫــﺎ اﳌﻬﻴﻤﻨﺔ ﻫــﻲ أن‬ ‫ﺗﺼﺒــﺢ زوﺟــﺔ وأم‪.‬‬ ‫وﺑﺴــﺒﺐ اﻟﻴــﺪ اﻟﻌﻠﻴــﺎ ﻟﻠﺮﺟــﻞ ﰲ ﻋﻤﻠﻴــﺔ‬ ‫اﻟﺰراﻋــﺔ‪ ،‬ﻓﺈﻧــﻪ ﻳﺘــﻢ وﺻﻔﻬــﺎ ﺑﺄﻧﻬــﺎ ﻗــﻮة‬ ‫وﻫﻴﻤﻨــﺔ ﻋــﲆ اﻟﻨﺴــﺎء اﻟﻠــﻮايت ﻳُﻨﻈــﺮن‬ ‫إﻟﻴﻬــﻦ ﻛﺄﻛــرث »ﺗﻨﺎﺳــﻠﻴﺔ« ﻣــﻦ »إﻧﺘﺎﺟﻴــﺔ«‪،‬‬ ‫ﻛــام وﺿﺤــﺖ رﻳــﺰو‪.‬‬ ‫وﻫﻜــﺬا ﻳﺘﺠﺴــﺪ اﳌﺠﺘﻤــﻊ اﻷﺑــﻮي ﻋــﲆ‬ ‫أﺳــﺎس اﻷرض اﻟﺰراﻋﻴــﺔ‪ ،‬وﻋﻨﺪﻣــﺎ ﻳﻬﺎﺟــﺮ‬ ‫اﻟﻨــﺎس ﻧﺤــﻮ اﻟﻘﺎﻫــﺮة واﳌــﺪن‪ ،‬ﺗــﺄيت ﻫــﺬه‬ ‫اﻟﻌﻘﻠﻴــﺔ اﳌﻀﻤﻨــﺔ ﻣﻌﻬــﻢ‪.‬‬ ‫وﻣــﻊ ذﻟــﻚ‪ ،‬ﺗﻘــﻮل رﻳــﺰو أن ﻣــﻊ زﻳــﺎدة‬ ‫اﻟﺘﺼﻨﻴــﻊ اﻷﻣــﻮر ﺗﺘﻐــري ﺣﻴــﺚ أن ﰲ‬

‫اﻟﻌــﺎمل اﻟﺤﺪﻳــﺚ‪ ،‬ميﻜــﻦ ﻟﻠﻤـﺮأة أن ﺗﻜــﻮن‬ ‫أﻛــرث ﺣﻀــﻮرا ً ﰲ ﺟﻤﻴــﻊ أﺷــﻜﺎل اﻟﻌﻤــﻞ‬ ‫وأن اﳌﺰﻳــﺪ ﻣــﻦ اﻟﻨﺴــﺎء ﻳﺪﺧﻠــﻦ اﻟﺤﻘــﻮل‬ ‫اﻟﺘــﻲ ﻟﺪﻳﻬــﺎ ﻣﺴــﺘﻮﻳﺎت ﻋﺎﻟﻴــﺔ ﻣــﻦ اﻟﻌﻤﻞ‬ ‫اﻟﻴــﺪوي‪.‬‬ ‫ﰲ اﻟﺘﻘﺮﻳــﺮ اﻟﻌﺎﳌــﻲ ﺣــﻮل اﻟﻔﺠــﻮة ﺑــني‬ ‫اﻟﺠﻨﺴــني اﻟﺼــﺎدر ﰲ ﻧﻮﻓﻤــﱪ اﳌــﺎﴈ ﻣــﻦ‬ ‫ﻗﺒــﻞ اﳌﻨﺘﺪى اﻻﻗﺘﺼــﺎدي اﻟﻌﺎﳌــﻲ )‪World‬‬ ‫‪ ،(Economic Forum‬اﺣﺘﻠــﺖ ﻣــﴫ‬ ‫اﳌﺮﺗﺒــﺔ ‪ ١٣٤‬ﻣــﻦ ﺑــني ‪ ١٤٤‬دوﻟــﺔ ﻟﻌــﺎم‬ ‫‪.٢٠١٧‬‬ ‫ﺗﻘــﻮل ﺳــﺎﻣﻴﺔ ﻣﺪﺣــﺖ‪ ،‬وﻫــﻲ ﻣﺪﺑــﺮة‬ ‫ﻣﻨــﺰل ﻟﻠﻌﺪﻳــﺪ ﻣــﻦ اﻟﻔﻴــﻼت ﺑﺎﻟﻘﺎﻫــﺮة‬ ‫اﻟﺠﺪﻳــﺪة‪ ،‬أﻧﻬــﺎ ﻫــﻲ اﳌﻌﻴﻠــﺔ ﻟــﻸﴎة ﺑﻴﻨام‬ ‫زوﺟﻬــﺎ »ﻳﺮﻓــﺾ اﻟﺘﺨــﲇ ﻋــﻦ اﻷرﻳﻜــﺔ‪«.‬‬ ‫وﺗﻀﻴــﻒ أن ﻣﻌﻈــﻢ اﻟﻨﺴــﺎء ﻣــﻦ ﺣﻮﻟﻬﺎ‬ ‫ﰲ أوﺿــﺎع ﻣامﺛﻠﺔ ﺣﻴﺚ ﺗﻨﻀــﻢ اﻟﺰوﺟﺔ إﱃ‬ ‫ﻗــﻮة اﻟﻌﻤــﻞ ﺑﻴﻨــام ﻳﺮﻓــﺾ اﻟــﺰوج »إﻫــﺪار‬ ‫ﻃﺎﻗﺘــﻪ‪ «.‬وﻣــﻊ ذﻟــﻚ‪ ،‬أﻓﺼﺤــﺖ ﻣﺪﺣــﺖ‬ ‫ﻟﻠﻘﺎﻓﻠــﺔ أﻧﻬــﺎ ﺗﻌﻄــﻲ راﺗﺒﻬــﺎ ﻟﺰوﺟﻬــﺎ‬ ‫ﻟﺘﻮزﻳﻌــﻪ ﻛــام ﻳ ـﺮاه ﻣﻨﺎﺳــﺒﺎً‪.‬‬

‫أرﺷﻴﻒ اﻟﻘﺎﻓﻠﺔ‬

‫وﻋﻘﻠــﺖ رﻳــﺰو ﻋﲆ ﺗﻠــﻚ اﳌﺴــﺄﻟﺔ ﻗﺎﺋﻠﺔ‪،‬‬ ‫»إن أﻋــﺮاف اﳌﺠﺘﻤــﻊ اﳌــﴫي ﺗ ُﺸــري‬ ‫ﺑــﺄن اﻟﺬﻛــﺮ ﻫــﻮ اﳌﺴــﺆول ﻋــﻦ اﻟﻘ ـﺮارات‬ ‫اﻻﻗﺘﺼﺎدﻳــﺔ ﺑﺎﻟﺒﻴــﺖ‪«.‬‬ ‫وﻳﻨﻄﺒــﻖ اﻟــﴚء ﻧﻔﺴــﻪ ﻋــﲆ اﳌ ـرياث‪،‬‬ ‫ﻋﻨﺪﻣــﺎ ﺣﺼﻠﺖ ﻣﺪﺣــﺖ ﻋــﲆ ﻣرياﺛﻬﺎ ﻣﻦ‬ ‫واﻟﺪﻫــﺎ اﻟﺮاﺣــﻞ‪ ،‬أﺧــﺬ زوﺟﻬــﺎ اﳌــﺎل أﻳﻀـﺎً‬ ‫واﺳــﺘﺨﺪﻣﻪ ﻷﻏﺮاﺿﻪ اﻟﺸــﺨﺼﻴﺔ‪.‬‬ ‫وﻣــﻊ ذﻟــﻚ‪ ،‬ﻋﻨﺪﻣــﺎ ﻳﻜــﻮن ﻣــﻦ اﻟﺼﻌﺐ‬ ‫ﻋــﲆ اﻣـﺮأة ﻣــﻦ ﺻﻌﻴﺪ ﻣــﴫ أﺧــﺬ ﻣرياﺛﻬﺎ‬ ‫ﻣــﻦ ﺷــﻘﻴﻘﻬﺎ‪ ،‬ﻳﺼﻌــﺐ ﻋﻠﻴﻬــﺎ أن ﺗﺄﺧﺬﻫــﺎ‬ ‫ﻣــﻦ زوﺟﻬﺎ‪.‬‬ ‫ﻟﻜــﻦ ﺗﻘــﻮل رﻳﺰو ﻟﻠﻘﺎﻓﻠــﺔ أن اﻹﺻﻼﺣﺎت‬ ‫اﻟﻘﺎﻧﻮﻧﻴــﺔ ﻫــﻲ اﻟﺨﻄــﻮة اﻷوﱃ ﻧﺤــﻮ‬ ‫اﻟﺘﻘــﺪم‪ ،‬وأن اﻟﺘﻌﺪﻳــﻼت اﻟﺠﺪﻳﺪة ﻟﻠﻘﺎﻧﻮن‬ ‫ﻫــﻲ ﺧﻄــﻮة إﺿﺎﻓﻴــﺔ ﰲ اﻻﺗﺠــﺎه اﻟﺼﺤﻴﺢ‪.‬‬ ‫وأﻋﺮﺑــﺖ‪» ،‬ﻫﻨــﺎك اﻟﻌﺪﻳــﺪ ﻣــﻦ اﻟﻘﻮاﻧني‬ ‫اﻟﺘــﻲ ﺗﺤﻤــﻲ اﳌــﺮأة‪ ،‬وﻣــﻊ ذﻟــﻚ ‪ ،‬ﻓــﺈن‬ ‫اﻟﺴــﻠﻄﺎت ﻻ ﺗﻨﻔﺬﻫــﺎ دامئـﺎً‪ ،‬ﻣﺜــﻞ ﻗﻮاﻧــني‬ ‫ﻣﻜﺎﻓﺤــﺔ اﻟﺘﺤــﺮش اﻟﺠﻨــﴘ‪ ،‬ﻟﻜﻨﻨﻲ أﻋﺘﻘﺪ‬ ‫أن ﺗﻐــري اﻟﻘﺎﻧــﻮن ﺧﻄــﻮة ﺣﺎﺳــﻤﺔ‪«.‬‬


‫قانــون منــع امليراث الـــجديد‬

‫ص‪٢‬‬

‫مشــروع كلمــة إلظهار قيمة الشــعر‬

‫ص‪٣‬‬

‫عيــد العمــال وال عيدنــا إحنا؟‬

‫ص‪٤‬‬

‫اﻷﺣﺪ ‪ ٦‬ﻣﺎﻳﻮ‪ ٢٠١٨ ،‬اﳌﺠﻠﺪ ‪ ٩٩‬اﻟﻌﺪد ‪١٥‬‬

‫منشــور على الفيســبوك يشــجع على اإلنتحار ويثير غضب الطالب‬

‫ﻃﻼب اﻟﺠﺎﻣﻌﺔ ﻳﺠﺘﻤﻌﻮن ﺿﺪ ﻣﻨﺸﻮر اﻹﻧﺘﺤﺎر‬ ‫تقرير‪ :‬دانيا عكاوي‬

‫ﻧــﴩ ﻣﺠﻬــﻮل ﻋــﲆ ﺻﻔﺤــﺔ ‪AUC‬‬ ‫‪ Confessions‬ﻳــﻮم ‪ ٢٠‬أﺑﺮﻳــﻞ ﻳﺪﻋــﻲ أﻧــﻪ‬ ‫ﺳــﻮف ﻳﺴــﺎﻋﺪ أي ﺷــﺨﺺ ﻳﺤــﺎول اﻻﻧﺘﺤــﺎر‬ ‫»أن ميﻮت ﺑﺴﻼم«ﻣام أدى إﱃ رد ﻓﻌﻞ ﻋﻨﻴﻒ‬ ‫ﺷــﺪﻳﺪ ﻣــﻦ اﻟﻄــﻼب ﰲ اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ‪.‬‬ ‫وﻣﻨــﺬ ذﻟــﻚ اﻟﻴــﻮم‪ ،‬ﻗــﺎم اﺗﺤــﺎد اﻟﻄــﻼب‬ ‫وﻣﺨﺘﻠــﻒ اﳌﻨﻈــامت اﻟﻄﻼﺑﻴــﺔ وﺗﺤﺎﻟــﻒ‬ ‫ﺣﻘــﻮق اﻟﻄــﻼب ﺑﺎﺳــﺘﻨﻜﺎر ﻫــﺬا اﳌﻨﺸــﻮر‪.‬‬ ‫ﻣــﻊ وﺟــﻮد أﻛــرث ﻣــﻦ ‪ ٥٠٠٠‬ﻋﻀــﻮ ﻋــﲆ‬ ‫ﻫــﺬه اﻟﺼﻔﺤــﺔ‪ ،‬ﻧــﴩ اﳌــﴩف اﻟﻌــﺎم ﻋــﲆ‬ ‫اﻟﺼﻔﺤــﺔ إﻧﻬــﻢ ﺳــﻴﻄﻠﻘﻮن »أي ﻣﻼﺣﻈــﺎت‬

‫ﻧﺪى ﻣﺼﻄﻔﻰ‬

‫ﺗﺮﻏــﺐ ﰲ ﻧﴩﻫــﺎ ﺑﻌــﺪ أن متــﻮت‪«.‬‬ ‫ﻋــﲆ اﻟﺮﻏــﻢ ﻣــﻦ أﻧﻪ ﻗــﺪ ﺗــﻢ إزاﻟﺔ اﳌﻨﺸــﻮر‬ ‫وﺗﺒﻌﻬــﺎ ﻣﻨﺸــﻮر آﺧــﺮ ﻣــﻦ ﻣــﴩف اﻟﺼﻔﺤــﺔ‬ ‫ﻳﻮﺿــﺢ أن اﳌﻮﺿــﻮع ﻛﺎن ﺑﺒﺴــﺎﻃﺔ »ﺗﺠﺮﺑــﺔ‬ ‫اﺟﺘامﻋﻴــﺔ« وﻗﺎﺑــﻞ اﺗﺤــﺎد اﻟﻄــﻼب وﺗﺤﺎﻟــﻒ‬ ‫ﺣﻘــﻮق اﻟﻄــﻼب ﻫــﺬه اﳌﻨﺸــﻮرات ﺑﺎﻟﺮﻓــﺾ‬ ‫اﻟﺘــﺎم ودﻋـﻮا ﳌﻘﺎﻃﻌــﺔ اﻟﺼﻔﺤــﺔ متﺎ ًﻣــﺎ‪.‬‬ ‫ﰲ ﺧــﻼل ﻫــﺬه اﻷﻳــﺎم‪ ،‬ﻏــﺎدر اﻟﻄــﻼب‬ ‫ﺻﻔﺤﺔ ‪ AUC Confessions‬وأﻧﺸــﺄوا ﺻﻔﺤﺔ‬ ‫ﺟﺪﻳــﺪة ﺗﺴــﻤﻰ ‪.AUC Confessions X‬‬ ‫ﻋــﲆ اﻟﺮﻏــﻢ ﻣــﻦ ﻣﻮاﻓﻘــﺔ ﻋﻤــﺮ ﻋﺎﻃــﻒ‪،‬‬ ‫رﺋﻴــﺲ اﻟﺘﻤﺜﻴــﻞ اﻟﺴــﻴﺎﳼ ﰲ اﺗﺤــﺎد اﻟﻄﻠﺒــﺔ‪،‬‬ ‫ﻋﲆ أن ﻣﻐــﺎدرة ﺻﻔﺤــﺔ‪AUC Confessions‬‬

‫اﻷﺻﻠﻴــﺔ ﻫــﻲ ﺧﻄــﻮة ﺟﺪﻳــﺪة ﺑﺎﻟﻨﺴــﺒﺔ‬ ‫ﻟﺴــﻼﻣﺔ اﻟﻄﻼب‪ ،‬ﻟﻜﻨــﻪ ﻳــﺮى أن اﻟﻮﻗﺖ اﻟﺤﺎﱄ‬ ‫ﻟﻴــﺲ ﻣﻨﺎﺳـ ًﺒﺎ ﻹﻧﺸــﺎء ﺻﻔﺤــﺔ ﺟﺪﻳــﺪة‪.‬‬ ‫ﻋــﱪ ﻋﺎﻃــﻒ ﻋــﻦ أن أﻫــﻢ ﳾء ﻳﺠــﺐ‬ ‫اﻟﱰﻛﻴــﺰ ﻋﻠﻴــﻪ اﻵن ﻫــﻮ ﺣﻤــﻼت اﻟﺘﻮﻋﻴــﺔ‪.‬‬ ‫ﻗــﺎل ﻋﺎﻃــﻒ »إن ﻓﻜﺮة ﺗﺮك ﺻﻔﺤــﺔ‪AUC‬‬ ‫‪ Confessions‬اﻷﺻﻠﻴــﺔ أﻣــﺮ أﺗﻔــﻖ ﻣﻌﻪ‪ ،‬ﻟﻜﻦ‬ ‫إﻧﺸــﺎء ﻣﺠﻤﻮﻋﺔ ﺟﺪﻳــﺪة اﻵن‪ ،‬وﺷــﻌﻮر اﻟﻨﺎس‬ ‫ﺑﺎﻟﺸﻚ ﺑني اﻟﻔﺮوﻗﺎت و أن اﻟﺨﻠﻂ ﺑﻴﻨﻬﻢ ﻟﻴﺲ‬ ‫أﻓﻀﻞ ﳾء«‪.‬‬ ‫اﻟﻬــﺪف اﻟﺤــﺎﱄ ﻫــﻮ إﻏــﻼق ‪AUC‬‬ ‫‪ Confessions‬اﻷﺻﻠﻴــﺔ‪ .‬وأﺿــﺎف أﻧــﻪ مبﺠــﺮد‬ ‫ﺗﺤﻘﻴــﻖ ذﻟﻚ‪ ،‬ميﻜﻨﻨــﺎ اﻟﺘﻔﻜــري ﰲ ﺑﺪء ﺻﻔﺤﺔ‬

‫ﺟﺪﻳــﺪة‪.‬‬ ‫ﻗــﺎل ﻋﺎﻃــﻒ »ﺑــﺪﻻً ﻣــﻦ إزﻋــﺎج اﻟﻄــﻼب‬ ‫ﺑﺄﺷــﻴﺎء ﺗﺤﺘﺎج إﱃ وﻗﺖ ]اﻟﺘﺤﻘﻴــﻖ[‪ ،‬ﻳﺠﺐ أن‬ ‫ﺗﻜــﻮن اﻷوﻟﻮﻳﺔ ﻟﻠﻄــﻼب‪«.‬‬ ‫وﺿﺢ ﻋﺎﻃﻒ ﻟﻠﻘﺎﻓﻠــﺔ أن ﻣﺠﻤﻮﻋﺔ ﻃﻼب‪،‬‬ ‫ﻗﺎﻣـﻮا ﺑﺎﻻﺗﺼــﺎل ﺑﺎﺗﺤــﺎد اﻟﻄﻠﺒﺔ ﻣﻮﺿﺤــني أن‬ ‫ـﺨﺼﺎ ﻣﻌﻴ ًﻨﺎ‪ ،‬اﳌﺴــﺆول‬ ‫ﻟﺪﻳﻬــﻢ أدﻟــﺔ ﻋﲆ أن ﺷـ ً‬ ‫ﻋــﻦ اﻟﺼﻔﺤــﺔ‪ ،‬ﻫــﻮ اﻟﺸــﺨﺺ اﻟــﺬي ﻧــﴩ‬ ‫اﻟﺒﻮﺳــﺖ‪ .‬وﻟﻜــﻦ ﻻ ميﻜــﻦ ﻛﺸــﻒ أﺳــامﺋﻬﻢ‬ ‫ﺣﺘﻰ ﻳﻈﻬــﺮ دﻟﻴــﻞ أﻗــﻮى‪.‬‬ ‫وأﺿــﺎف أن ﻫﻨــﺎك ﻃﻼﺑًــﺎ واﺟﻬـﻮا ﺗﻬﺪﻳﺪات‬ ‫ﻋﱪ رﺳــﺎﺋﻞ اﻟﻔﻴﺴــﺒﻮك‪.‬‬ ‫وﺟــﻮد ﺟﺪل وﻧﴩ ﻣﻨﺸــﻮرات ﻛﺜــرية ﺣﻮل‬ ‫اﳌﻮﺿــﻮع أدى إﱃ رﻏﺒــﺔ ﻗﻮﻳــﺔ ﰲ ﻣﺤﺎﺳــﺒﺔ‬ ‫ﻣﺴــﺆول اﻟﺼﻔﺤﺔ‪.‬‬ ‫ﻣﺠﻤﻮﻋــﺔ ﻣﻦ اﻟﻄﻼب‪ ،‬ﻣﻨﻬــﻢ ﻣﺎرﺗــﺎ أﴍف‪،‬‬ ‫ﻣﺆﺳﺴــﺔ »‪ «Lilac‬ﻟﻠﺼﺤﺔ اﻟﻌﻘﻠﻴﺔ واﻟﻨﻔﺴﻴﺔ‪،‬‬ ‫و ﻃﺎﻟﺒــﺔ ﺑﻘﺴــﻢ اﻷدب اﻹﻧﺠﻠﻴــﺰي‪ ،‬ادﻋﻮا أﻧﻬﻢ‬ ‫ﻟﺪﻳﻬــﻢ أدﻟــﺔ ﺑﺨﺼــﻮص ﻣــﻦ ﻫــﻮ اﳌــﴩف‬ ‫ﻋــﲆ اﻟﺼﻔﺤﺔ‪.‬‬ ‫أوﺿﺤــﺖ أﴍف ﻋــﲆ اﻟﻔﻴﺴــﺒﻮك أن‬ ‫»‪ «social media tracking‬واﻟﺤﺮﻛــﺔ‬ ‫اﻟﴪﻳﻌــﺔ ﺳــﺎﻋﺪت ﻣﺠﻤﻮﻋــﺔ ﻣــﻦ اﻟﻄــﻼب‬ ‫ﻋــﲆ اﻛﺘﺸــﺎف ﺷــﺨﺼﻴﺔ اﳌﺴــﺆول‪ ،‬راﻣــﻲ‬ ‫ﺟــﺎب اﻟﻠــﻪ‪ ،‬اﻟﺘﻲ أﻋﻠﻨﻮﻫــﺎ ﻋــﲆ »‪Rate AUC‬‬ ‫‪«Professors‬‬ ‫وﻣــﻊ ذﻟــﻚ‪ ،‬اﳌﻨﺸــﻮر اﻟﺨــﺎص ﺑــﺄﴍف ﻗﺎل‬ ‫أﻳﻀً ــﺎ إن اﺗﺤــﺎد اﻟﻄﻠﺒــﺔ ﺗﺤﻘــﻖ ﻣــﻦ ﻫــﺬه‬ ‫اﻷدﻟــﺔ‪.‬‬ ‫وﻗــﺎل ﺳــﻠﻴﻢ أﺑــﻮ ﻣﺴــﻠﻢ‪ ،‬ﻃﺎﻟــﺐ ﰲ ﻛﻠﻴــﺔ‬ ‫اﻹﻋــﻼم‪ ،‬اﻟــﺬي ﻛﺎن ﻣــﻦ ﺑــني اﻟﻄــﻼب اﻟﺬﻳــﻦ‬ ‫دﻋــﻮا ﻟﻠﻤﻘﺎﻃﻌــﺔ ﻣــﻊ أﴍف‪» ،‬أﻧــﺎ أداﻓــﻊ‬ ‫ﻋــﻦ ﻣﺎرﺗــﺎ ‪ ١٠٠‬ﺑﺎﳌﺎﺋــﺔ واﻷدﻟــﺔ اﻟﻮاﺿﺤــﺔ ﰲ‬ ‫ﻳــﺪ اﺗﺤــﺎد اﻟﻄﻠﺒــﺔ اﳌﺴــﺆوﻟني واﳌﻮﺿــﻮع ﻣﻊ‬ ‫ﻣﺤﻜﻤــﺔ اﻟﻄــﻼب«‪.‬‬ ‫إﻻ أن ﺟــﺎب اﻟﻠــﻪ ﻧﻔــﻰ ﺟﻤﻴــﻊ اﻻﺗﻬﺎﻣــﺎت‬ ‫ﻣــﻦ ﺧــﻼل ﺑﻮﺳــﺖ ﻋــﲆ ﻓﻴﺴــﺒﻮك و ﻗــﺎل إن‬ ‫»اﻟﺼﻔﺤــﺔ اﳌﺴــامة ‪ AUC Confessions‬ﻻ‬ ‫ﺗﺨﺼﻨــﻲ ﻋــﲆ اﻹﻃــﻼق«‪.‬‬

‫ﻃﺎﻟــﺐ ﺟــﺎب اﻟﻠــﻪ ﺑﺎﻋﺘــﺬار رﺳــﻤﻲ ﻋــﻦ‬ ‫ﴫا ﻋــﲆ أﻧــﻪ ﻻ‬ ‫اﻻﺗﻬﺎﻣــﺎت اﳌﻮﺟﻬــﺔ ﺿــﺪه‪ ،‬ﻣـ ً‬ ‫ﻳﻨﺘﻤــﻲ إﱃ ﺻﻔﺤــﺔ »‪«.AUC Confessions‬‬ ‫وﻗــﺎل ﻟﻠﻘﺎﻓﻠــﺔ »ﻋﻨﺪﻣــﺎ ﻳﻘــﻮل ﺷــﺨﺺ إن‬ ‫راﻣــﻲ ﺟــﺎب اﻟﻠــﻪ ﻫــﻮ اﻟﺸــﺨﺺ اﻟــﺬي ﻛﺎن‬ ‫ﻳــﴬ ﺑﺎﻵﺧﺮﻳــﻦ‪ ،‬ﻓﻬــﺬا ﺗﻨﻤــﺮ رﺧﻴــﺺ وﻏــري‬ ‫ﻣﻘﺒــﻮل ‪ ...‬ﺳــﻮف أﻋﻄﻴﻬﻢ ﺑﻌﺾ اﻷﻳــﺎم ﻹﻋﺎدة‬ ‫اﻟﺘﻔﻜري ﰲ ﻣﺎ ﻓﻌﻠــﻮه‪ ،‬واﻻﻋﺘــﺬار أﻣﺎم اﻟﺠﻤﻬﻮر‬ ‫اﻟﻌــﺎم واﻻﻋـﱰاف ﺑــﺄن ﻓﻌﻠــﻮه ﻛﺎن ﺧﻄــﺄ‪.‬‬ ‫ﰲ ﺻﻔﺤﺘﻪ ﻋﲆ اﻟﻔﻴﺴــﺒﻮك‪ ،‬ﻗــﺎل ﺟﺎب اﻟﻠﻪ‬ ‫إﻧــﻪ ﺳــﻴﻠﺠﺄ إﱃ اﺗﺨــﺎذ إﺟـﺮاء ﻗﺎﻧــﻮين إذا مل ﻳﺘﻢ‬ ‫ﺳــﺤﺐ ﻫﺬه اﻻﺗﻬﺎﻣــﺎت واﻻﻋﺘــﺬار‪.‬‬ ‫وﻗــﺎل ﻋﺎﻃــﻒ إن أوﻟﻮﻳــﺔ اﺗﺤــﺎد اﻟﻄﻠﺒــﺔ‪،‬‬ ‫ﺟﺎﻧــﺐ اﳌﺆﺳﺴــﺎت اﻟﻄﻼﺑﻴــﺔ اﻷﺧــﺮى‪ ،‬ﻫــﻲ‬ ‫ﻣﺴــﺎﻋﺪة اﻟﻄــﻼب اﻟﺬﻳــﻦ ﻳﻮاﺟﻬــﻮن ﻣﺸــﺎﻛﻞ‬ ‫ﺗﺘﻌﻠــﻖ ﺑﺎﻟﺼﺤــﺔ اﻟﻌﻘﻠﻴﺔ‪.‬‬ ‫وأوﺿــﺢ ﻋﺎﻃــﻒ أن اﺗﺤــﺎد اﻟﻄﻠﺒــﺔ ﻗــﺎم‬ ‫ﺑﺎﻟﺘﻮاﺻــﻞ واﺳﺘﺸــﺎرة ﻣﺪﻳــﺮ ﻣﺮﻛــﺰ رﻋﺎﻳــﺔ‬ ‫اﻟﻄــﻼب‪ ،‬اﻟﺪﻛﺘــﻮرة ﻋــﻼ ﻣــﺮﳼ‪ ،‬ﻗﺒــﻞ إﺻــﺪار‬ ‫ﺑﻴﺎﻧﻬــﻢ‪ .‬ﻫــﻢ ﻳﻌﺘﻘــﺪون أﻧﻬﺎ أﻓﻀﻞ ﺷــﺨﺼﻴﺔ‬ ‫ﻟﻠﺘﻌﺎﻣــﻞ ﻣــﻊ ﺣــﺎﻻت ﻛﻬــﺬه‪.‬‬ ‫ﺗﺤﺪﺛــﺖ ﻣﺮﳼ ﻣﻊ اﻹدارة اﻟﻌﻠﻴﺎ ﺣــﻮل ﻣﺎ إذا‬ ‫ﻛﺎن ﻳﺠــﺐ ﻋﲆ اﻟﺠﺎﻣﻌﺔ ﻛﺘﺎﺑﺔ ﺑﺮﻳــﺪ إﻟﻜﱰوين‬ ‫رﺳــﻤﻲ أم ﻻ‪ .‬ﻟﻜﻨﻬﺎ أﺧﱪت اﻟﻘﺎﻓﻠﺔ أﻧﻬﻢ ﻗﺮروا‬ ‫أن اﺗﺤــﺎد اﻟﻄﻠﺒــﺔ ﻫــﻲ أﻓﻀــﻞ ﻗﻨــﺎة ﳌﻌﺎﻟﺠــﺔ‬ ‫ﻫﺬه اﳌﺸــﻜﻠﺔ‪.‬‬ ‫ﻗﺎﻟــﺖ ﻣــﺮﳼ »ﻣــﻦ اﺗﺤــﺎد اﻟﻄﻠﺒﺔ‪ ،‬ﺳــﻴﻜﻮن‬ ‫اﻟﺤﺪﻳﺚ ﻣــﻦ ﻃﺎﻟﺐ ﻟﻄﺎﻟﺐ‪ ..‬ﺳــﻴﻜﻮﻧﻮن أﻛرث‬ ‫ﺗﺄﺛـ ًريا ﻣﻦ ﻣﺠــﺮد ﺗﴫﻳــﺢ ﻣــﻦ اﻹدارة اﻟﻌﻠﻴﺎ«‪.‬‬ ‫وﺗﺤــﺪث ﻣــﺮﳼ أﻳﻀً ــﺎ ﻣــﻊ اﻟﻘﺎﻓﻠــﺔ ﻋــﻦ‬ ‫ﻗﻀﻴــﺔ اﻻﻧﺘﺤــﺎر وﻣﺨﺎوﻓﻬــﺎ ﺑﺸــﺄن ﻧــﴩ‬ ‫اﻟﺒﻮﺳــﺖ ﻋــﲆ ‪.AUC Confessions‬‬ ‫ﻗﺎﻟــﺖ ﻣــﺮﳼ »ﻋﻠﻤــﺖ أﻧــﻪ ﰲ ﻧﻔــﺲ اﻟﻴﻮم‪،‬‬ ‫ﺑﺴــﺒﺐ ﻣــﺎ ﻛﺘــﺐ‪ ،‬ﻏــﺎدر اﻟﻜﺜــري ﻣــﻦ اﻟﻄﻼب‬ ‫ﻣــﻦ اﻟﺼﻔﺤــﺔ‪ .‬ﻟﻘﺪ ﻓﻌــﻞ اﳌﴩف ﺷــﻴﺌًﺎ ﻏﺮﻳ ًﺒﺎ‬ ‫ﺟـﺪٍّا ‪ ،‬وﻛﺎن ﻟﺪﻳــﻪ اﻟﻜﺜري ﻣﻦ اﻟﻄﻠﺒــﺎت وﻗﻮاﺋﻢ‬ ‫اﻻﻧﺘﻈــﺎر‪ ،‬ﻟﺬﻟــﻚ ﻋﻨﺪﻣــﺎ وﺟــﺪ أن اﻟﻌﺪﻳــﺪ ﻣﻦ‬ ‫اﻷﺷــﺨﺎص ﻏــﺎدروا ﰲ ذﻟــﻚ اﻟﻴــﻮم‪ ،‬ﻗﺒــﻞ ﺟﻤﻴﻊ‬ ‫ﻃﻠﺒﺎت ﻗﺎمئــﺔ اﻻﻧﺘﻈﺎر ﺣﺘﻰ ﻻ ﺗﻔﻘﺪ اﻟﺼﻔﺤﺔ‬

‫اﻟﻜﺜري ﻣــﻦ اﳌﺸــﺎرﻛني ﻓﻴﻬﺎ‪«.‬‬ ‫اﻟﻜﺜــري ﻣــﻦ اﳌﺆﺳﺴــﺎت اﻟﻄﻼﺑﻴــﺔ‪ ،‬ﺟﺎﻧــﺐ‬ ‫اﺗﺤــﺎد اﻟﻄــﻼب أوﺿﺤـﻮا أﻧﻬــﻢ ﻳﺮﻳــﺪون ﺑــﺪء‬ ‫ﺣﻤﻠــﺔ ﺟامﻋﻴــﺔ ﻟﻠﺘﻮﻋﻴــﺔ مبﻜﺎﻓﺤــﺔ اﻻﻧﺘﺤﺎر‬ ‫ﺑﺎﻟﺘﻌــﺎون ﻣــﻊ إدارة وﺣــﺪة رﻋﺎﻳــﺔ اﻟﻄــﻼب ﰲ‬ ‫اﻟﺤــﺮم اﻟﺠﺎﻣﻌــﻲ ﻋــﲆ أﻣــﻞ أن زﻳــﺎدة اﻟﻮﻋﻲ‬ ‫ﺑﺸــﺄن اﻻﻧﺘﺤــﺎر ﻟﻴﻜــﻮن ﺧﻄــﻮة ﻧﺤــﻮ ﺣــﻞ‬ ‫اﳌﺸﻜﻠﺔ‪.‬‬ ‫أﺿﺎﻓــﺖ ﻣــﺮﳼ أﻧــﻪ ﻛﺎن ﻫﻨــﺎك ﰱ اﻟﺴــﺎﺑﻖ‬ ‫ﺣﻤﻠﺔ ﺿــﺪ اﻻﻧﺘﺤﺎر ﺑﻌﻨﻮان »ﻗﺼﺘــﻲ مل ﺗﻨﺘ ِﻪ«‬ ‫ﻛــﺮد ﻋﲆ اﳌﺴﻠﺴــﻞ اﻟﺘﻠﻔﺰﻳــﻮين‪Reasons ١٣،‬‬ ‫‪ ،Why‬ﰲ ﺑﺪاﻳــﺔ اﻟﻔﺼﻞ اﻟــﺪراﳼ‪.‬‬ ‫ﻋــﲆ اﻟﺮﻏــﻢ ﻣــﻦ اﻧﺘﻬــﺎء اﻟﺤﻤﻠــﺔ‪ ،‬ﻓﻘــﺪ‬ ‫متــﺖ إﻋــﺎدة ﻣﺸــﺎرﻛﺔ ﺑﻌــﺾ اﻟﺒﻮﺳــﺘﺎت ﻋﲆ‬ ‫ﺻﻔﺤﺘﻬﻢ اﻟﺮﺳــﻤﻴﺔ ﻟﻠﻤﻜﺘﺐ ﻷي ﻃﺎﻟﺐ ميﺮ‬ ‫ﺑﺎﻻﻛﺘﺌﺎب‪.‬‬ ‫اﻟﺤﻤﻠــﺔ ﻋــﲆ اﻹﻧﱰﻧــﺖ ﺟﺎرﻳــﺔ ﻣــﻊ‬ ‫ﻣﺆﺳﺴــﺎت أﺧﺮى ﰲ اﻟﺠﺎﻣﻌــﺔ‪ ،‬واﺗﺤﺎد اﻟﻄﻠﺒﺔ‪،‬‬ ‫وﺗﺤﺎﻟــﻒ ﺣﻘــﻮق اﻟﻄﻠﺒــﺔ وﻫﻢ ﻳﻄﻠﺒــﻮن ﻣﻦ‬ ‫اﻟﻄﻼب ﻣﻐﺎدرة ﺻﻔﺤﺔ ‪.AUC Confessions‬‬ ‫وأﺿــﺎف ﻋﺎﻃــﻒ أﻧﻬــﻢ ﻣﺎزاﻟـﻮا ﻳﺨﻄﻄــﻮن‬ ‫ﻟﻠﺤﻤﻠــﺔ اﻟﺘــﻲ ﺳــﺘﻜﻮن ﰲ اﻟﺤــﺮم اﻟﺠﺎﻣﻌــﻲ‬ ‫وﻣــﻦ اﳌﻤﻜــﻦ أن ﻳﺨﺼــﺺ ﻣــﻜﺎن ﻟﺮﻓــﻊ‬ ‫ﻣﺴــﺘﻮى اﻟﻮﻋﻲ واﻟﺘﺤــﺪث ﻣﻊ اﻟﻄــﻼب ﺣﻮل‬ ‫ﻓﻮاﺋــﺪ ﻣﺮﻛــﺰ رﻋﺎﻳــﺔ اﻟﻄــﻼب‪.‬‬ ‫ﻗــﺎل ﻋﺎﻃــﻒ ‪» ،‬ﻻ ميﻜــﻦ ﻻﺗﺤﺎد اﻟﻄﻠﺒــﺔ أن‬ ‫ﻳﻈــﻞ ﺻﺎﻣﺘًــﺎ ﻣــﻊ ﺗﻬﺪﻳــﺪ ﻟﻠﻄﻼب ﺑﺄي ﺷــﻜﻞ‬ ‫ﻣﻦ اﻷﺷــﻜﺎل‪«.‬‬ ‫ﺑﻐــﺾ اﻟﻨﻈــﺮ ﻋــﻦ ذﻟــﻚ‪ ،‬ﻋﺎﻃــﻒ ﻗــﺎل إﻧــﻪ‬ ‫مل ﻳﺴــﻤﻊ ﻋﻦ ﺣــﺎﻻت ﻳﺘﻢ إﺑﻼﻏﻬﺎ ﻣﺒــﺎﴍة إﱃ‬ ‫إدارة اﻟﺠﺎﻣﻌﺔ‪.‬‬ ‫ﻗــﺎل ﻋﺎﻃــﻒ‪» ،‬ﻗــﺪ ﺗﻜــﻮن اﻹدارة ﻋــﲆ ﻋﻠﻢ‬ ‫ﺑﺎﳌﻮﺿــﻮع‪ ،‬ﻟﻜﻨﻬــﻢ ﻟــﻦ ﻳﺴــﺘﺠﻴﺒﻮا أﺑـﺪًا إذا مل‬ ‫ﻳﺘــﻢ إﺑﻼﻏﻬﻢ ﻣــﻦ اﻟﻄــﻼب‪.‬‬ ‫أﺿــﺎف ﻋﺎﻃــﻒ‪ ،‬اﻹﺑــﻼغ ميﻜــﻦ أن ﻳﻜــﻮن‬ ‫ﻋــﱪ اﺗﺤــﺎد اﻟﻄﻠﺒــﺔ‪ ،‬أو ﻣﺒــﺎﴍة ﻋــﱪ ﻣﺴــﺆوﱄ‬ ‫اﻟﺠﺎﻣﻌــﺔ‪ ،‬أو ﺑــﺄي ﻃﺮﻳﻘــﺔ ﻳﺮﻳﺪﻫــﺎ اﻟﻄــﻼب‬ ‫ﻃﺎﳌــﺎ أن ﻫﻨــﺎك ﻧﻮ ًﻋــﺎ ﻣــﻦ اﻹﺑــﻼغ ﻳﺘــﻢ اﻟﻘﻴﺎم‬ ‫ﺑــﻪ‪.‬‬

‫رئيــس إحتــاد الطــالب الســابق يكتــب كتابــا عــن سياســة اجلامعــة واحلــركات الطالبيــة‬ ‫تقرير‪ :‬دانيا عكاوي‬

‫ﻋﻤــﻞ ﻛﺮﺋﻴــﺲ ﻻﺗﺤــﺎد اﻟﻄــﻼب ﻟﻌــﺎم‬ ‫‪ .٢٠١٣/٢٠١٢‬ﺑــﺪأ ﺣﻴﺎﺗــﻪ اﻟﺠﺎﻣﻌﻴــﺔ ﻋــﺎم‬ ‫‪ ٢٠٠٩‬وأﻧﻬﺎﻫــﺎ‪ ، ٢٠١٤‬درس ﻃﺎﻫــﺮ اﳌﻌﺘــﺰ‬ ‫ﺑﺎﻟﻠــﻪ ﻫﻨﺪﺳــﺔ اﻟﺒــﱰول ﻣﻊ ﺗﺨﺼــﺺ ﻓﺮﻋﻲ‬ ‫ﰲ اﻟﻌﻠــﻮم اﻟﺴﻴﺎﺳــﻴﺔ‪ .‬ﺑــﺪأ اﳌﻌﺘﺰ ﺑﺎﻟﻠﻪ ﻛﺘﺎﺑﻪ‬ ‫»اﻟﺤﺮﻛﺔ اﻟﻄﻼﺑﻴﺔ ﰲ اﻟﺠﺎﻣﻌﺔ اﻷﻣﺮﻳﻜﻴﺔ‪ «،‬ﻫﻮ‬ ‫ﻛﺘــﺎب ﻳﺨﱪ اﻟﻄــﻼب مبــﺎ ﺣــﺪث‪ ،‬وأﻳﻦ أﺧﻄﺄ‬ ‫وﳌــﺎذا وأﻳــﻦ ﻋﻤﻠ ـﻮا ﺑﺸــﻜﻞ ﺻﺤﻴــﺢ ﺑــني‬ ‫ﻋﺎﻣﻲ‪ ٢٠١٠‬و‪ ،٢٠١٥‬وﻳﻌﻤﻞ ﻛﺪﻟﻴﻞ إرﺷــﺎدي‬ ‫ﻟــﻜﻞ اﻟﻄــﻼب ﰲ اﻟﺠﺎﻣﻌــﺔ‪ .‬ﺳــﻮف ﻳﺘﻢ ﻧﴩ‬ ‫اﻟﻜﺘــﺎب ﻗﺒــﻞ ﻧﻬﺎﻳــﺔ ﻫـﺬا اﻟﻌــﺎم‪.‬‬ ‫ﻋﻦ ﻣــﺎذا ﻳﺘﺤﺪث ﻛﺘــﺎب »اﻟﺤﺮﻛــﺔ اﻟﻄﻼﺑﻴﺔ‬ ‫ﰲ اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴﺔ« ؟‬ ‫ﻳــﺪور اﻟﻜﺘﺎب ﺣــﻮل اﻟﺤــﺮﻛﺎت اﻟﻄﻼﺑﻴﺔ ﰲ‬ ‫اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ ﻣﻨــﺬ ﻋــﺎم‪ ٢٠١٠‬ﺣﺘــﻰ‬ ‫‪ ٢٠١٥‬وﻳﺘﺤــﺪث ﻋــﻦ اﻟﺤــﺮﻛﺎت اﻟﻄﻼﺑﻴــﺔ‬ ‫ﰲ ﻣــﴫ ﰲ ﻫـﺬا اﻟﻮﻗــﺖ ﻣــﻦ وﺟﻬــﺔ ﻧﻈــﺮ‬ ‫اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ‪ .‬ﺷــﻌﺮت أن ﻟﺪﻳﻨــﺎ ﻛﻞ‬ ‫ﻫــﺬه اﻟﺤﺮﻳــﺔ ﰲ اﻟﺠﺎﻣﻌــﺔ‪ ،‬أﻛــرث ﻣــﻦ أي‬ ‫ﺟﺎﻣﻌــﺔ أﺧــﺮى‪ ،‬وﻟﺬﻟــﻚ ﻣﻦ اﻟﺨﻄــﺄ أن ﻧﻔﻜﺮ‬ ‫ﰲ ﺣﻔــﻼت آﺧــﺮ اﻟﺴــﻨﺔ‪ ،‬اﳌﻬﺮﺟــﺎن‪ ،‬رﺣــﻼت‬ ‫أوروﺑﺎ واﻟﺴﻨﺪوﻳﺸــﺎت اﻟﺘﻲ ﻧﺒﻴﻌﻬﺎ ﰲ ﺳــﻮق‬ ‫اﺗﺤــﺎد اﻟﻄــﻼب‪ .‬ﰲ‪ ٢٠١١‬ﻛﺎن ﰲ ﺗﻐري‪ .‬ﺷــﻌﺮﻧﺎ‬ ‫ﺑــﴬورة اﺳــﺘﻐﻼل اﺗﺤــﺎد اﻟﻄﻠﺒــﺔ‪.‬‬ ‫ﻣــﺎذا أﻟﻬﻤــﻚ ﻟﻜﺘﺎﺑــﺔ اﻟﻜﺘــﺎب أو ﻣــﺎ ﻫــﻮ‬ ‫داﻓﻌــﻚ وراء اﻟﻜﺘــﺎب؟‬ ‫ﻧﺤﻦ ﻟﻴــﺲ ﻟﺪﻳﻨــﺎ أي ﳾء ﻣﻜﺘﻮب ﻧﻘﺪﻣﻪ‬ ‫ﻟﺒﻌــﺾ‪ .‬مبﻌﻨــﻰ أن اﳌﺸــﺎﻛﻞ ﰲ اﻟﺤــﺮﻛﺎت‬ ‫اﻟﻄﻼﺑﻴــﺔ ﺑﺸــﻜﻞ ﻋﺎم‪ ،‬ﻫــﻲ ﻧﻘــﺺ ﰲ اﻟﺨﱪة‪.‬‬ ‫ﻋﻨــﺪ ﺑــﺪء اﻟﺪراﺳــﺔ ﰲ اﻟﺠﺎﻣﻌــﺔ‪ ،‬ﻻ ﻧﻔﻬــﻢ‬ ‫ﻛﻴــﻒ اﻷﻣــﻮر ﺗﺴــري وﻳﻔﻬﻢ اﻟﻄﺎﻟــﺐ وﻳﻜﻮن‬

‫واﺛــﻖ ﻣــﻦ ﻧﻔﺴــﻪ اﺧــريا وﻗــﺖ اﻟﺘﺨــﺮج‪.‬‬ ‫دامئــﺎ اﻟــﴚء اﻟــﺬي ﺿﺪﻧــﺎ ﻫــﻮ اﻟﺒــﺪء ﻣــﻦ‬ ‫اﻟﺼﻔــﺮ وأﻳﻀــﺎ ﻧــﺮى أن اﻟﻜﻴﺎن اﻟــﺬي ﻧﻮاﺟﻬﻪ‬ ‫ﻣﺴــﺘﻤﺮ وﻳﺰداد ﻣﻌﺮﻓﺘــﻪ‪ ،‬ﺳـﻮاء ﻛﺎن اﻻدرة أو‬ ‫اﻟﺪوﻟــﺔ ﻷن اﻟﺤﺮﻛــﺔ اﻟﻄﻼﺑﻴــﺔ ﻧــﻮع ﻣــﻦ أﻧﻮاع‬ ‫اﻟﺤــﺮﻛﺎت اﻻﺟﺘامﻋﻴﺔ واﻟﺤــﺮﻛﺎت اﻹﺟﺘامﻋﻴﺔ‬ ‫ﺗﻜــﻮن ﺿــﺪ اﻟﺴــﻠﻄﺔ ﻟﻠﺤﻔــﺎظ ﻋــﲆ ﳾء أو‬ ‫ﻟﺘﻐﻴري اﻟﻈﺮوف اﻟﺤﺎﻟﻴــﺔ‪ .‬ﰲ ﻛﻞ اﻷﺣـﻮال‪ ،‬إﻧﻬﺎ‬ ‫ﺗﺘﺤــﺪى اﻟﺴــﻠﻄﺔ‪ .‬وﻧﺤــﻦ ﻧﺘﺨــﺮج وأوﻟﺌــﻚ‬ ‫اﻟﺬﻳــﻦ ﻳﺄﺗــﻮن ﺑﻌﺪﻧــﺎ ﻳﺒــﺪأون ﻣــﻦ اﻟﺼﻔــﺮ‪.‬‬ ‫وﻟﺬﻟــﻚ أﻧــﺎ أرى وﺟﻮب ﺗﺄرﻳــﺦ اﻟﺤﺮﻛﺎت ﻟيك‬ ‫ﻳﻌــﺮف ﻛﻞ اﻟﻄــﻼب أﻳﻦ أﺧﻄﺄﻧــﺎ وأﻳﻦ أﺻﺒﻨﺎ‪.‬‬ ‫ﻛﺎن ﻫـﺬا ﻣــﻦ أﻛــﱪ اﻷﺷــﻴﺎء اﻟﺘــﻲ دﻓﻌﺘﻨــﻲ‬ ‫ﻟﻜﺘﺎﺑــﺔ اﻟﻜﺘــﺎب‪ .‬اﻟــﴚء اﻵﺧﺮ اﻟــﺬي دﻓﻌﻨﻲ‬ ‫إﱃ ﺗﺄﻟﻴﻒ اﻟﻜﺘــﺎب ﻛﺎن أن اﻷﻣﻮر ﺗﺰداد ﺳــﻮ ًءا‪.‬‬ ‫وﻗــﺮرت أن ﰲ اﻟﻮﻗــﺖ اﻟــﺬي ﻻ ﻳﻮﺟــﺪ ﺑــﻪ‬ ‫ﻧﺸــﺎط ﺳــﻴﺎﳼ‪ ،‬رمبــﺎ ﻳﺼﺒــﺢ وﻗــﺖ اﻟﺘﻔﻜري‬ ‫واﻟﺘﺤﻠﻴــﻞ‪ .‬ﻫـﺬا ﻟﻴــﺲ وﻗــﺖ ﺿﺎﺋــﻊ‪ .‬وﻟﺬﻟﻚ‬ ‫ﻧﺤﺘــﺎج إﱃ ﻣﻌﺮﻓــﺔ اﻟﺨﻄــﺄ‪ ،‬ﺣﺘــﻰ ﻻ ﻧﻘــﱰف‬ ‫ﻧﻔــﺲ اﻷﺧﻄــﺎء‪.‬‬

‫إذن‪،‬ﻫﻞاﻟﻜﺘﺎبﻧﻮعﻣﻦاﻟﺘﺄﻣﻞ؟‬ ‫اﻟﻜﺘــﺎب ﻋﺒــﺎرة ﻋــﻦ ﺗﻮﺛﻴــﻖ ﻟﺤﺮﻛــﺔ ﻗﻮﻳــﺔ‬ ‫ﻟﻠﻐﺎﻳــﺔ ﻧﻘﻠــﺖ اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ‪ ،‬إﱃ ﺣﺪ‬ ‫ﻛﺒــري‪ ،‬إﱃ داﺋــﺮة اﻟﻀــﻮء ﰲ اﻹﻋــﻼم اﳌــﴫي‪ .‬ﰲ‬ ‫‪ ،٢٠١٢‬اﻹﻋــﻼم ﻛﺎن ﻳﺘﺤــﺪث ﻋﻨﺎ‪ .‬ﻓﻬﻮ ﺗﻮﺛﻴﻖ‬ ‫ﻟﻠﺤﺮﻛــﺔ ﻷن ﻫﺬه اﻟﺤﺮﻛﺔ ﺗﺴــﺘﺤﻖ اﻟﺪراﺳــﺔ‬ ‫وﺗﺴــﺘﺤﻖ أن ﻳﻌــﺮف اﻟﻨــﺎس ﻋﻨﻬﺎ‪ .‬أﻳﻀــﺎ‪ ،‬ﻣﻦ‬ ‫ﻧﺎﺣﻴــﺔ أﺧــﺮى‪ ،‬اﻟﻜﺘــﺎب دﻟﻴــﻞ إرﺷــﺎدي ﻷي‬ ‫ﺷــﺨﺺ ﻳﻔﻜــﺮ ﰲ ﻓﻌــﻞ ﳾء ﺷــﺒﻴﻪ ﺑﺎﻟﺤﺮﻛﺔ‬ ‫اﻟﻄﻼﺑﻴــﺔ‪ .‬اﻟﻜﺘــﺎب ﻣﺘﺤﻴــﺰ ﺟــﺪا ﻟﻠﺤﺮﻛــﺔ‬ ‫اﻟﻄﻼﺑﻴﺔ‪ .‬ﻋﲆ ﺳــﺒﻴﻞ اﳌﺜــﺎل‪ ،‬أﻧــﺎ مل أﻗﻢ ﺑﺈﺟﺮاء‬ ‫ﻣﻘﺎﺑــﻼت ﻣــﻊ اﻹدارة‪ .‬أﻧــﺎ أوﺿــﺢ وﺟﻬﺔ ﻧﻈﺮﻧﺎ‬ ‫ﻛﻄــﻼب‪ .‬ﺣﺎوﻟــﺖ أن أﺟﻌــﻞ اﻟﻜﺘــﺎب أﻣﻴﻨــﺎ‪.‬‬ ‫مبﻌﻨــﻰ أن ﻛﻞ اﻷﺧﻄﺎء واﳌﺸــﺎﻛﻞ ﻣﻜﺘﻮﺑﺔ ﰲ‬

‫اﻟﻜﺘــﺎب‪ .‬ﻫــﻞ ﻛﺎن ﰲ اﻟﺤﺠﺞ ﺧــﻼل اﻟﺤﺮﻛﺔ؟‬ ‫ﻧﻌﻢ‪ .‬ﻫﻞ ﻛﺎن ﰲ اﻧﺸــﻘﺎﻗﺎت؟ ﻧﻌﻢ‪ .‬ﻫﻞ ﻛﺎن‬ ‫ﰲ أﺧﻄــﺎء؟ ﻧﻌــﻢ اﻟﻜﺜــري‪ .‬ﻫــﻞ ﻛﺎن ﰲ وﺟــﻮد‬ ‫اﻟﻜﺤــﻮل وﻣﺨــﺪرات ﰲ أوﻗــﺎت ﻣــﻦ اﻟﺤﺮﻛﺔ؟‬ ‫ﻧﻌــﻢ وﻣﻜﺘﻮﺑﺔ ﰲ اﻟﻜﺘــﺎب‪ .‬أﻧــﺎ أرﻳــﺪ أن أﻧﻘﻞ‬ ‫اﻟﺼــﻮرة ﻣﺜــﻞ ﻣــﺎ ﻛﺎﻧﺖ‪.‬‬

‫ﻛﻴــﻒ ﻛﺘﺒﺖ اﻟﻜﺘﺎب؟ أو مبﻌﻨــﻰ آﺧﺮ‪ ،‬ﻛﻴﻒ‬ ‫ﻳﺘﻢ ﺗﻨﻈﻴﻢ اﻟﻜﺘﺎب؟‬ ‫ﰲ ﺑﺪاﻳــﺔ اﻟﻜﺘــﺎب ﻳﻮﺟﺪ ﺗﺤﺬﻳﺮ ﻟيك ﻳﻌﺮف‬ ‫اﻟﻨــﺎس أن ﻫـﺬا ﻟﻴــﺲ ﻛﺘــﺎب ﻣﻮﺿﻮﻋــﻲ‪ .‬أﻧــﺎ‬ ‫ﻛﻨــﺖ ﰲ اﻟﻜﺜــري ﻣــﻦ اﻷﺣ ـﺪاث وﻛﻨــﺖ ﰲ‬ ‫ﻣﻮاﻗــﻒ وﻣﻨﺎﺻــﺐ ﻟﻴﻬــﺎ ﻋﻼﻗــﺔ ﺑﺎﻷﺣـﺪاث‬ ‫وﻟﻜــﻦ أﺣﺎﻓــﻆ ﻋــﲆ اﻟﺼــﺪق ﰲ اﻟﺮواﻳــﺔ‪.‬‬ ‫ﺑﻌــﺪ ذﻟــﻚ اﳌﻘﺪﻣــﺔ ﺣﻴــﺚ ﻟــﻦ ﻳﻜــﻮن‬ ‫ﺟﻤﻴﻊ اﻟﻄــﻼب اﻟﺬﻳﻦ ﻳﻘــﺮؤون اﻟﻜﺘــﺎب ﻣﻦ‬ ‫اﻟﺠﺎﻣﻌــﺔ ﻟـﺬا أﻋﻄــﻲ ﻣﻘﺪﻣﺔ ﻋــﻦ اﻟﺠﺎﻣﻌﺔ‪،‬‬ ‫ﻛﻴــﻒ ميﻜــﻦ ﺗﻘﺴــﻴﻤﻬﺎ‪ ،‬ﺗﺮﻛﻴﺒﺘﻬــﺎ‪ ،‬ﻣــﺎ ﻫــﻲ‬ ‫اﻷﺣـﺰاب‪ ،‬ﻣــﺎ ﻫــﻲ اﻷﻧﺸــﻄﺔ اﻟﻄﻼﺑﻴــﺔ‪ ،‬وﻣــﺎ‬ ‫اﻟــﺬي ﻳﺠﻌــﻞ ﻫــﺬه اﻟﺠﺎﻣﻌﺔ ﻣﺨﺘﻠﻔــﺔ‪ .‬ﺑﻌﺪ‬ ‫ذﻟــﻚ‪ ،‬ﺗﺤﺪﺛــﺖ ﻋــﻦ أﻣــﻮر ﺣﺪﺛــﺖ‪ ،‬وﻟﻜــﻦ‬ ‫ﻟﻴــﺲ دامئــﺎ ﺑﱰﺗﻴــﺐ زﻣﻨــﻲ ﻣﻌــني‪ ،‬ﺣــﻮل‬ ‫اﻟﺠﺎﻣﻌــﺔ ﻣــﻦ ‪ ٢٠١٠‬إﱃ ‪ .٢٠١٥‬ﺗﺤﺪﺛــﺖ‬ ‫ﻋــﻦ إﴐاب اﻟﻌــامل ﰲ‪ ،٢٠١٠‬ﺣﺮﻛــﺔ ﺑﻮاﺑــﺔ‬ ‫‪ HUSS‬ﻋﻨﺪﻣــﺎ ﻓﺘﺤﻨــﺎ اﻟﺒــﺎب وﻛﴪﻧﺎ اﻟﻘﻔﻞ‬ ‫ﺑﻌــﺪ أن أﻏﻠﻘﺘــﻪ رﺋﻴﺴــﺔ اﻟﺠﺎﻣﻌــﺔ‪ .‬ﰲ ﻋــﺎم‬ ‫‪ ، ٢٠١١‬ﺗﺤﺪﺛــﺖ ﻋــﻦ اﻟﺤﺮﻛــﺔ ﻧﻔﺴــﻬﺎ‪ ،‬ﰲ‬ ‫ﻋــﺎم‪ ،٢٠١٢‬إﻧﻬــﺎ أﻃــﻮل ﻓﺼــﻞ ﻷﻧﻬــﺎ ﻛﺎﻧــﺖ‬ ‫أﻃــﻮل ﺣﺮﻛــﺔ‪ .‬ﰲ ﻋــﺎم‪ ،٢٠١٣‬ﺗﺤﺪﺛــﺖ ﻋــﻦ‬ ‫ﻛﻴــﻒ ﻏــريت اﻷﺣـﺪاث اﻟﺴﻴﺎﺳــﻴﺔا ﻟﱰﻛﻴﺒــﺔ‬ ‫ﰲ اﻟﺠﺎﻣﻌــﺔ ﻋﻨﺪﻣــﺎ ﻳﺘﻌﻠــﻖ اﻷﻣــﺮ ﺑﺎﻟﺤﺮﻛﺎت‬ ‫واﳌﺸــﺎرﻛﺔ اﻟﺴﻴﺎﺳــﻴﺔ‪ .‬ﰲ ﻋﺎم‪ ،٢٠١٥‬ﺗﺤﺪﺛﺖ‬ ‫ﻋﻦ اﺳــﺘﻔﺘﺎء ﻧﺎدﻳﻦ ﺣﺴــﻨﻲ ﻋﻨﺪﻣــﺎ أﻋﻄﻰ‬ ‫اﻟﻄــﻼب رأﻳﻬﻢ ﻋــﻦ اﻹدارة‪ .‬ﺛﻢ ﻳﻨﺘﻬﻲ اﻟﻜﺘﺎب‬ ‫ﰲ وﻗــﺖ‪.٢٠١٥‬‬

‫ﺻــﻮرة ﻟﺘﻈﺎﻫــﺮات اﻟﻄــﻼب ﻋــﺎم ‪٢٠١٦‬‬

‫ﻫــﻞ ﻫﻨــﺎك ﺳــﺒﺐ أن ﺣﺮﻛــﺔ‪ ٢٠١٦‬ﻟﻴــﺲ‬ ‫ﰲ اﻟﻜﺘــﺎب أم ﻫــﻞ ﺗﺨﻄــﻂ ﻟﻠﻘﻴــﺎم ﺑﻜﺘﺎب‬ ‫آﺧــﺮ؟‬ ‫ﻛﺎن ﻫــﺬا ﺑﺴــﺒﺐ اﻟﻮﻗــﺖ وأن اﻟﻜﺘــﺎب‬ ‫ﻛﺎن ﻛﺒ ـ ًريا ﺟ ـ ًﺪا‪ .‬ﺟﻌﻠﻨــﻲ اﻟﻨــﺎﴍون أﻗﻠــﻞ‬ ‫ﻣــﻦ ﻛﻤﻴــﺔ اﻟﻜﻠــامت‪ .‬ﻟﺬﻟــﻚ‪ ،‬مل أﺳــﺘﻄﻊ‬ ‫ﺗﻀﻤــني ﺣﺮﻛــﺔ‪ .٢٠١٦‬وﻣــﻊ ذﻟــﻚ‪ ،‬ﻟﻴــﺲ‬ ‫ﻣــﻦ اﻟــﴬوري أن أﻛــﻮن أﻧــﺎ اﻟﺸــﺨﺺ اﻟﺬي‬ ‫ﺳــﻴﻜﺘﺐ اﻟﺠــﺰء اﻟﺜــﺎين‪ .‬ﺳــﻮف أﺷــﻌﺮ أن‬ ‫اﻟﻜﺘــﺎب ﻧﺠــﺢ إذا ﺑــﺪأت ﺣﺮﻛــﺔ اﻟﺘﺤﻠﻴــﻞ‪.‬‬ ‫ﺷــﺨﺺ آﺧــﺮ ﻛﺎن ﺣــﺎﴐا ﰲ ﺣﺮﻛــﺔ‪٢٠١٦‬‬

‫أرﺷﻴﻒ اﻟﻘﺎﻓﻠﺔ‬

‫وﻳﻌــﺮف ﻋﻨﻬــﺎ أﻛــرث ﻣﻨــﻲ ميﻜــﻦ أن ﻳﻜﺘﺒﻬﺎ‪ .‬ﰲ ﺑﻌــﺾ اﻷﺣﻴــﺎن‪ ،‬ﻛﻞ ﻣــﺎ ميﻜﻨــﻚ ﻓﻌﻠﻪ ﻫﻮ‬ ‫اﻟﻜﺘــﺎب ﻟﻴــﺲ أﻛﺎدميــﻲ‪ .‬إﻧﻬــﺎ ﻟﻴﺴــﺖ ﺳــرية متﺮﻳــﺮ اﻟﺸــﻌﻠﺔ ﻟﻄــﻼب أﺧــﺮون‪.‬‬ ‫ذاﺗﻴــﺔ‪ .‬ﻫــﺬا اﻟﻜﺘــﺎب ﻋﺎﻃﻔــﻲ‪ .‬ﻟﺬﻟــﻚ‪ ،‬ﻻ‬ ‫أﺳــﺘﻄﻴﻊ اﻟﻜﺘﺎﺑــﺔ ﻋــﻦ ﺣﺮﻛــﺔ‪ ٢٠١٦‬ﺑﻨﻔــﺲ ﻣﺎ ﻫﻲ رﺳﺎﻟﺘﻚ ﻟﻠﻄﻼب؟‬ ‫اﻟﻄﺮﻳﻘــﺔ‪ .‬أﻧــﺎ ذﻫﺒﺖ ﻟﻠﺠﺎﻣﻌﺔ ﻣﺮﺗــني ﺧﻼل رﺳــﺎﻟﺘﻲ ﻫــﻲ أن ﻻ ﺗﻔﻘﺪ اﻷﻣــﻞ وﻻ ﺗﺨﺎف‪.‬‬ ‫ﺣﺮﻛــﺔ‪ ،٢٠١٦‬وﻗــﺪ أﻋﺠﺒــﺖ ﺑﻜﻤﻴــﺔ اﻟﻨــﺎس‪ .‬ﻫﻨــﺎك دامئــﺎ ﳾء ﻳﺠــﺐ اﻟﻘﻴــﺎم ﺑــﻪ ﺑﻐــﺾ‬ ‫رمبــﺎ ﻛﺎن ﻣﺨﻴﺒﺎ ﻟﻶﻣﺎل ﻟﺒﻌــﺾ اﻟﻄﻼب وﻟﻜﻦ اﻟﻨﻈــﺮ ﻋــﻦ ﻣــﺪى ﺳــﻮء اﻷﻣــﻮر‪ .‬ارﺗﻜــﺐ‬ ‫ﻣــﻦ اﳌﻬــﻢ أن ﻧﻔﻬﻢ أن اﳌﻜﺴــﺐ ﻟﻴــﺲ دامئﺎ اﻷﺧﻄــﺎء‪ .‬ﺗﻌﻠــﻢ‪ .‬متﺘــﻊ ﺑﺎﻟﺤﺮﻳــﺔ اﻟﺘــﻲ ﻟﺪﻳﻚ‬ ‫ﳾء ﻣــﺎدي‪ .‬ﰲ ﺑﻌﺾ اﻷﺣﻴﺎن‪ ،‬ﺗﻜﻮن اﻟﻨﺘﻴﺠﺔ واﻟﺘــﻲ ﻻ ﺗﺘﻮﻓﺮ ﰲ اﻟﺠﺎﻣﻌــﺎت اﻷﺧﺮى‪ .‬مل ﻳﻜﻦ‬ ‫وﻋــﻲ اﻷﺷــﺨﺎص واﻧﻀامﻣﻬــﻢ ﻟﺴﻴﺎﺳــﺔ ﻫﻨــﺎك أﺑـﺪا ﻋﴫ ذﻫﺒــﻲ‪ .‬مل ﻳﻜﻦ ﻫﻨــﺎك أﻳﺎم‬ ‫اﻟﺠﺎﻣﻌﺔ ورمبﺎ ﻳﻔﻌﻠﻮن ﺷــﻴﺌًﺎ ﰲ اﳌﺴــﺘﻘﺒﻞ‪ .‬ﺳــﻬﻠﺔ أﺑﺪا ً‪ .‬ﻫـﺬا ﻣﺎ أﺗﺤﺪث ﻋﻨــﻪ ﰲ اﻟﻜﺘﺎب‪.‬‬

Spring 2018 - May 6 - Issue 7  
Spring 2018 - May 6 - Issue 7  
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