التعليم الجامعي للأسرى الفلسطينيين في سجون الاحتلال الإسرائيلي، برنامج جامعة القدس في سجن هدريم "دراسة حالة" (رسالة دكتوراه)
Date
2024-08-24
Authors
ضرغام محمد فهد الأعرج
Dergham Mohammad Fahed Alarj
Journal Title
Journal ISSN
Volume Title
Publisher
Al-Quds University
Abstract
سعت الدراسة الحالية إلى دراسة التعليم الجامعي للأسرى الفلسطينيين في سجون الاحتلال الإسرائيلي، برنامج جامعة القدس في سجن هدريم "دراسة حالة". اتبع الباحث المنهج النوعي (دراسة حالة)، للحصول على النتائج، مستخدماًالتثليث (ثلاث أدوات نوعية) للحصول على النتائج وهي: المقابلات الشخصية مع (26) من الأسرى المحررين والمشرفين والمتابعين للبرنامج من هيئة شؤون الأسرى وجامعة القدس، ومجموعة بؤرية مكونة من (6) أسرى محررين، واستخدام ملاحظة الباحث كأسير سابق، وعمل تحليل موضوعي للبيانات الناتجة عن هذه الأدوات.
بينت النتائج المتعلقة بمحصلة أفكار الأدوات النوعية الثلاثأن أهم الأفكار كانت:بما يتعلق بطريقة وأسلوب العملية التعليمية (أن طريقة التدريس كانت تعتمد على التفكير الحر والناقد والتحرري والمشاركة والنقاش تطبيقاً للأفكار الثورية في التعليم، وأن طريقة التدريس راعت ظروف الأسرى ونمت من قدراتهم على التفكير والنقاش والتحليل، وابتعدت عن الطرق الروتينية المتعلقة بتلقين من المدرس. وأن الثقافة التنظيمية والديمقراطية التي نشأ عليها الأسرى داخل السجون والخبرات المكتسبة قبل وخلال الأسر كان لها الأثر البالغ على أسلوب التعليم الديموقراطي والتحرري المتبع داخل السجون)،وبما يتعلق بتطور الدراسة الجامعية للأسرى أن (تطور التعليم في السجون مر بمراحل كثيرة، بدأ من حلقات التثقيف التنظيمي والثقافة العامة وقراءة الكتب ودروس محو الأمية، ثم أخذ الأمر يصبح أكثر تنظيماً بعد إضراب عام 1992 بالانتساب للجامعة العبرية المفتوحة، ثم التواصل مع الجامعات الوطنية وخاصة جامعة القدس، وبدء التعليم الجامعي في سجن هدريم إلى أن تم وقف البرنامجبعد 7 أكتوبر 2023)،وبما يتعلق بالعوامل التي ساهمت في إنجاح العملية التعليمية أن (تظافر الإرادة والعزيمة والرغبة لدى الأسير على انتزاع هذا الحق، بالإضافة لعامل الوقت والزمن المتاح، واهتمام جامعة القدس في استمرار العملية التعليمية ودورها المبادر والريادي وموقفها الشجاع في تبني قضية التعليم للأسرى وجهود الأسير مروان البرغوثي ومتابعة هيئة شؤون الأسرى والمحررين واستجابة وزارة التعليم العالي الفلسطينية، أدت إلى إنجاح التجربة)،وبما يتعلق بالصعوبات والمعيقات التي واجهت الأسرى(صعوبة الحصول على الكتب، والتنقلات بين السجون، وممارسات إدارة السجون مثل: إعلان الطوارئ، وإغلاق الأقسام، ومنع الفورة، ومصادرة الكتب)،وبما يتعلق بالأثر النفسي والمعنوي الذي يتركه التعليم(أعاد ثقة الأسير بقدراته وإمكانياته وأصبح يشعر بفخر واعتزاز، وخفف بشكلٍ كبير من حالات التوتر اليومية بين الأسرى، وبدأ الأسير يشعر أنه أكثر قدرة على مواجهة السجان، وأكثر كفاءة على فهم الصراع، وكذلك كان التعليم محط إعجاب وتقدير وفخر من قبل أهالي الأسرى)، وبما يتعلق بالأثر السياسي والاجتماعي الذي قد يتركه التعليم على الأسير(الأثر مهم على تفاعلات الأسير مع المجتمع، وترك بصمة واضحة على قدراته وفهمه الوطني والسياسي لطبيعة وجوهر الصراع، وكذلك معرفته عن الرواية السياسية الفلسطينية بشكل أكثر وعياً ونظماً، وقد تسمح له شهادته الجامعية بالمنافسة على مكانته وموقعه داخل تنظيمه السياسي وداخل النظام الفلسطيني ككل، وتجعله أكثر قدرة على نقل تجربته لمحيطه، وفرض احترامه على مجتمعه)،وبما يتعلق بأهداف وحاجات البرنامج التعليمي(البرنامج واجه سياسة صهر الوعي التي كانت تمارسها مصلحة السجون بحق الأسرى، وطور البرنامج علاقة جديدة بين الأسير وذاته ورفاقه الأسرى وعائلته ومجتمعه وتنظيمه السياسي، وكذلك مع إدارة مصلحة السجون)، وبما يتعلق بحجم الرضا عن برنامج جامعة القدس داخل السجون (الرضا كبير من موقف جامعة القدس الشجاع والمتقدم والمبادر، وكذلك من حيث حجم الفائدة ومستوى الانضباط والالتزام والتفاعل، ومدى وعي وقدرات الطلبة. تفهمت جامعة القدس لحاجة الأسير الفلسطيني لاستكمال تعليمه، وقيامها بتنظيم العملية التعليمية وفق منهجيات تراعي خصوصية الواقع دون المساس بجودة التعليم، من خلال اعتماد مشرفين أسرى من ذوي الكفاءة).
بناء على نتائج الدراسة النوعية وضع الباحث مجموعة من التوصيات: العمل على إرجاع العمل بالتعليم الجامعي للأسرى من خلال الضغط على الاحتلال بكافة الوسائل، تطوير البرنامج بالتعاون مع الجامعات الفلسطينية ليشملالتخصصات الممكنة، احتضان الأسرى المحررين، إعداد مواد تتحدث عن تجربة الأسرى الفلسطينيين لتدريسها في الجامعات الفلسطينية،إجراء دراسات علمية شبيهة بموضوع الدراسة تتناول قضايا الأسرى لتصبح شاهداً وتوثيقاً لظروفهم الحياتية والمعيشية داخل السجون.
The current study sought to study the university education of Palestinian detainees in the Israeli occupation jails, the Al-Quds University program in the Hadrim jail "case study". The researcher followed the qualitative approach (case study), to obtain the results, using triangulation (three qualitative tools) to obtain the results, namely: personal interviews with (26) of the detainees who edited, supervised and followed the program from the Family Affairs Authority and Al-Quds University, and a focus group consisting of (6 ) Freed detainees and using the observation of the researcher as a former prisoner, and doing a thematic analysis of the data resulting from these tools. The results related to the results of the ideas of the three qualitative tools showed that the most important ideas were: regarding the method and style of the educational process (that the teaching method depended on free, critical, liberating thinking, participation and discussion in application of the revolutionary ideas in education, and that the teaching method took care of the children and increased their ability to think and the discussion and analysis, and moved away from the routine methods of indoctrination from the teacher. And that the organizational and democratic culture in which the detainees grew up inside the jails and the experiences gained before and during the captivity had a great impact on the democratic and liberal education method followed inside the jails), and with regard to the development of university studies for the detainees that (the development The education in the jail went through many stages, it started with organizational education and general culture sessions and reading books and literacy lessons, then it became more organized after a strike in 1992 by joining the Hebrew Open University, then communicating with the national universities, especially Al-Quds University, and starting university education in Hadrim Prison until the program was terminated after October 7, 2023), and with regard to the factors that contributed to the success of the educational process that (the combination of will, determination and desire on the part of the prisoner to seize this right, in addition to the factor of time and available time, and the interest of Al-Quds University in the continuation of the educational process and its pioneering and pioneering role and its position The courage in adopting the issue of education for the prisoners and the efforts of the prisoner Marwan Barghouti and the follow-up of the detainees ' Affairs Authority and the editors and the response of the Palestinian Ministry of Higher Education, led to the success of the experiment), and regarding the difficulties and obstacles faced by the detainees (difficulty in obtaining books, moving between jails, and prison management practices such as: announcement the emergency, the closing of the sections, the prevention of the rush, and the confiscation of books), and regarding the psychological and moral effect that education leaves (it restored the prisoner's confidence in his abilities and possibilities and he became proud and proud, and greatly reduced the daily tension between the detainees, and the prisoner began to feel that he is better able to face the prison and more efficient in understanding the conflict, as well as education was a source of admiration, appreciation and pride for the detainees), and regarding the political and social impact that education may have on the prisoner (the impact is important on the prisoner's interactions with society, leaving a clear mark on his abilities and his national and political understanding of the nature and essence the conflict, as well as his knowledge of the Palestinian political narrative in a more conscious and orderly way, and his university degree may allow him to compete for his status and position within his political organization and within the Palestinian system as a whole, and make him more capable of transferring his experience to his surroundings, and imposing his respect on his community), and with regard to the goals and needs of the educational program (The program confronted the awareness-raising policy practiced by the Prison Service for the rights of the detainees, and the program developed a new relationship between the prisoner and himself, his fellow detainees, his family, his community, and his political organization, as well as with the management of the Prison Service), and regarding the level of satisfaction with the Al-Quds University program inside the jail (great satisfaction from the position Al-Quds University, the brave, advanced and motivated, as well as in terms of the amount of interest and the level of discipline, commitment and interaction, and the level of awareness and abilities of the students. Al-Quds University understood the Palestinian prisoner's need to complete his education, and organized the educational process according to methodologies that take into account the particularities of reality without compromising the quality of education, through the trust of competent prison supervisors. Based on the results of the qualitative study, the researcher made a set of recommendations: working to return work in university education to detainees by putting pressure on the occupation by all means, developing the program in cooperation with Palestinian universities to include possible specialties, embracing prisoners as editors, preparing materials that talk about the experience of Palestinian detainees for teaching in universities Palestine, conducting scientific studies similar to the subject of the study dealing with the issues of the detainees to become a witness and documentation of their life and living conditions inside the jail
The current study sought to study the university education of Palestinian detainees in the Israeli occupation jails, the Al-Quds University program in the Hadrim jail "case study". The researcher followed the qualitative approach (case study), to obtain the results, using triangulation (three qualitative tools) to obtain the results, namely: personal interviews with (26) of the detainees who edited, supervised and followed the program from the Family Affairs Authority and Al-Quds University, and a focus group consisting of (6 ) Freed detainees and using the observation of the researcher as a former prisoner, and doing a thematic analysis of the data resulting from these tools. The results related to the results of the ideas of the three qualitative tools showed that the most important ideas were: regarding the method and style of the educational process (that the teaching method depended on free, critical, liberating thinking, participation and discussion in application of the revolutionary ideas in education, and that the teaching method took care of the children and increased their ability to think and the discussion and analysis, and moved away from the routine methods of indoctrination from the teacher. And that the organizational and democratic culture in which the detainees grew up inside the jails and the experiences gained before and during the captivity had a great impact on the democratic and liberal education method followed inside the jails), and with regard to the development of university studies for the detainees that (the development The education in the jail went through many stages, it started with organizational education and general culture sessions and reading books and literacy lessons, then it became more organized after a strike in 1992 by joining the Hebrew Open University, then communicating with the national universities, especially Al-Quds University, and starting university education in Hadrim Prison until the program was terminated after October 7, 2023), and with regard to the factors that contributed to the success of the educational process that (the combination of will, determination and desire on the part of the prisoner to seize this right, in addition to the factor of time and available time, and the interest of Al-Quds University in the continuation of the educational process and its pioneering and pioneering role and its position The courage in adopting the issue of education for the prisoners and the efforts of the prisoner Marwan Barghouti and the follow-up of the detainees ' Affairs Authority and the editors and the response of the Palestinian Ministry of Higher Education, led to the success of the experiment), and regarding the difficulties and obstacles faced by the detainees (difficulty in obtaining books, moving between jails, and prison management practices such as: announcement the emergency, the closing of the sections, the prevention of the rush, and the confiscation of books), and regarding the psychological and moral effect that education leaves (it restored the prisoner's confidence in his abilities and possibilities and he became proud and proud, and greatly reduced the daily tension between the detainees, and the prisoner began to feel that he is better able to face the prison and more efficient in understanding the conflict, as well as education was a source of admiration, appreciation and pride for the detainees), and regarding the political and social impact that education may have on the prisoner (the impact is important on the prisoner's interactions with society, leaving a clear mark on his abilities and his national and political understanding of the nature and essence the conflict, as well as his knowledge of the Palestinian political narrative in a more conscious and orderly way, and his university degree may allow him to compete for his status and position within his political organization and within the Palestinian system as a whole, and make him more capable of transferring his experience to his surroundings, and imposing his respect on his community), and with regard to the goals and needs of the educational program (The program confronted the awareness-raising policy practiced by the Prison Service for the rights of the detainees, and the program developed a new relationship between the prisoner and himself, his fellow detainees, his family, his community, and his political organization, as well as with the management of the Prison Service), and regarding the level of satisfaction with the Al-Quds University program inside the jail (great satisfaction from the position Al-Quds University, the brave, advanced and motivated, as well as in terms of the amount of interest and the level of discipline, commitment and interaction, and the level of awareness and abilities of the students. Al-Quds University understood the Palestinian prisoner's need to complete his education, and organized the educational process according to methodologies that take into account the particularities of reality without compromising the quality of education, through the trust of competent prison supervisors. Based on the results of the qualitative study, the researcher made a set of recommendations: working to return work in university education to detainees by putting pressure on the occupation by all means, developing the program in cooperation with Palestinian universities to include possible specialties, embracing prisoners as editors, preparing materials that talk about the experience of Palestinian detainees for teaching in universities Palestine, conducting scientific studies similar to the subject of the study dealing with the issues of the detainees to become a witness and documentation of their life and living conditions inside the jail