staff
3٬870
تعديل
تغييرات
اذهب إلى التنقل
اذهب إلى البحث
أنشؤوا الصفحة بالمحتوى:'<div dir="ltr" style="dirction:ltr"> ==Name of the Organization== Hawamesh ==Title of the Proposed Project== Wiki Tanzeer ==Potential Donor== ==P...'
<div dir="ltr" style="dirction:ltr">
==Name of the Organization==
Hawamesh
==Title of the Proposed Project==
Wiki Tanzeer
==Potential Donor==
==Project Strategy==
Wiki Tanzeer is a participatory platform that seeks to produce Arabic open content about ideas, theories and historical events that have paved the long struggle road for justice, freedom and equality and led to the development of liberating and progressive values.
Wiki Tanzeer works in an ever-evolving, cumulative way, open to discussion and contributing to content development.
In addition to written knowledge, developed by an editorial board composed mainly of young people, we aspire to, or encourage others, to produce memes, infographics, videos and podcasts.
The content we care about includes concepts, terminology, theories, historical events, and intellectual questions that have contributed to change people's lives positively and encouraged reasoning and critical thinking.
==Context==
Perhaps "theorizing" is the term with the worst reputation, among youth who seek social change. As it is associated with the image of an isolated intellectual in his ivory tower, reading and contemplating about thoughts away from reality, speaking with an arrogant rhetoric that no one understand. The definitive evidence of the corruption of "theorizing", is that it is abstract, which means from their point of view, lack of realism and reason, and thus is condemned as a waste of effort and time.
In fact, everyone is a philosopher, in his own way, even if he does not realize it. Everyone, regardless of affiliation or activity, has a collection of generalizations, and initial assumptions about the world, himself, his position and the relationship with others. Every one of us adopts a theory even if he refuses to admit it. There is no exception between loyalist or opponent; reactionary, conservative or progressive; who discriminate women, racist, sectarian or homophobic; and nationalist, liberal, Islamic or leftist, and even the state security officer who monitor them all.
Each of us crystallizes his "theory" cumulatively, through a mix of different and often contradictory concepts. Initially, as a result of simply being in a society with certain biases, and receiving a specific culture. And then, at a later stage, through experience, theoretical knowledge and interaction with individuals and groups with different experiences.
The battle for justice, freedom and equality is at its core a battle between different concepts of the world. The battle to get rid of ideas that promote exploitation, tyranny and discrimination and replace them with progressive liberating ideas and theories that call for justice, freedom and equality.
The activists who say they do not need theory and only follow their instinct, i.e. try to change the world without making the enough effort to understand it as it really is, with its deformity and change possibilities, and to understand their role and position in this process, are actually fighting windmills blindfolded. Their "common sense" may include elements needed to lay the groundwork for a new world, but those elements need to be extracted, purified, developed, and isolated from a pile of contradictory and conflicting ideas that also contribute to the formation of "common sense".
This is a very difficult task in general. As the dominant ideas always belong to those who shape education, media, religion, culture and other determinants of consciousness, i.e. whose interest is to dedicate the status quo.
If the prevalent ideas in general are not enough to understand the forces that shape our lives and the possibilities to confront them, the situation in Egypt is catastrophic, as the forces of knowledge production, whether individuals or institutions, are systematically deviating from anything that helps to develop interpretation, analysis, critique and crystallize new visions. There is a disjointed and transient certified code of ideas, and whoever adopts, is rewarded with acceptance, belonging and appreciation. While anyone who tries to question suffers from exclusion, rejection, disdain and accountability, let alone trying to Criticize it.
Despite the billions spent on public and private education each year, the quality of schooling in Egypt falls to the point where Egyptians consistently point out that they "have no education." The only exception is international education, which is obtained only by the margin of margin. Curriculum development in Egypt is often about what the government decides and just enough to pass exams, which tend to reward students for memorizing skills, not their ability to understand or make arguments or being creative. In Egypt, the student enrolls in school at the age of four and leaves it at the age of eighteen, without being exposed to the history of long struggle for justice, freedom and equality. There is nothing, of course, about the evolution of progressive liberating ideas or the concepts of collective or personal rights.
History is merely a preaching account serving the regime ideology, in the name of developing national sense and belonging to the homeland, or to religion. It is an artificial imaginative process glorifying some figures, loded with piles of dates. Students are burdened by memorizing them, without acquiring the ability to link them, understanding the logic behind their flow, or even understanding how these events have changed people's lives positively or negatively. All what Egyptian student gets as history throughout his pre-university education is the Pharaonic, Islamic and contemporary history of Egypt, which is repeated every three years in the same order with some expansion. Nothing about the history of the world outside Egypt, as if Egypt is an isolated island or exists on an independent planet, or as if people history is not an interaction between different cultures and civilizations. Nothing can convey the feeling that we are part of the collective heritage of humanity. Of course, within this context of official narrative, there is no place for the eight centuries of Coptic Egypt, which occurred between the end of Pharaonic civilization and the Islamic conquest of Egypt.
If the student chooses the "scientific" track, it means that he will not be exposed to the whole field of humanities, not a single word about philosophy, psychology, sociology or economics. While the student who chooses the "literary" studies, will receive fragments of these sciences, dealing with their theories as rigid molds imported from the West, having nothing to do with our reality. The study of "scientific" track on the other hand, will only address vaguely theories about universe emergence, evolution and other theories that contradict the "adopted" narrative.
Media is no less miserable. Egyptian media have always been monitored and censored. But what happened since 2013 coup and a Rabaa massacre was quite different. Apart from dominating radio, television and state newspapers, the new regime tightened his grip on every private satellite channel, radio station and newspaper, allowing only pure propaganda. Internet became no longer a place where alternative narratives can be found; as hundreds of websites, including satellite channels, newspapers, publishing platforms and political group sites, have been banned.
Political repression is not the main scourge of Arabic Internet. Despite repression and the transformation of social networking platforms to fishers for dissidents and platforms to broadcast official propaganda through an organized network of loyalists, the Internet remains the only participatory media tool available and the cheapest way to get information and to be exposed to ideas. Here, in fact, the problem lies. The Arabic content on the Internet, is a lamentable reality, that suffers from extreme poverty and weakness. If the attempt to obtain serious or scientific information is very difficult in the midst of piles of superstition, friction, superficiality and frenzied sectarian conflicts, the opportunity to be exposed to ideas that contradict what is taken for granted, or help to understand and change the world is almost impossible. If one is lucky, and stumbles on an idea of this kind, most likely it will be a translation of a classical writing, an article written in a very complex fossil language, or an intervention or intrigue that soon fade into the social networking swallow.
==Rationale for the Proposed Project==
Wiki Tanzeer do not only try to confront this objective circumstance that deprives the Egyptian and even the Arab youth of exposure to progressive and liberating ideas, as a result of the nature of society, the level of education and media, and the low quality of Arabic electronic content, by providing serious content based on facts, promoting reasoning and critical thinking and the values of justice and freedom; but it also take into account the self-circumstance of the millennium generation.
The millennium generation, or at least a large part of it, does not read paper books or newspapers, and does not watch television. It Is a generation that grew up on the Internet and on the use of digital devices that perform functions of communication, entertainment and learning, all-in-one. If one of them is exposed to a complex idea or something written in a language far from his vocabulary or in unjustified prolongation, he will move away by a touch on his phone screen.
Not only will we strive for quality, simplicity and attractiveness, but we will be modest enough to admit that, during the content production process, we will be learning how to address this generation by relying on a majority of young editors. We will discuss, guide and help but at the end the content will come out expressing them and trying to respond to their questions, not our perceptions of them.
We will start by producing, cumulative and constantly evolving, written knowledge, provided with links to other readings for those who want to expand. But we will target the use of this content, perhaps through others, in producing memes, infographics, videos, and podcasts, in order that the message arrives, to whom do not read at all, and prefer these mediums to receive knowledge.
==Project Goals==
*The project will contribute to the development of a local community that is aware of, and concerned about, the environment and its associated problems, and which has the knowledge, skills, attitudes, motivations, and commitment to work individually and collectively towards solutions of current environmental problems.
*Developing the awareness of children and local community of the environmental problems, and of the economic and cultural potentials that reside in recycling waste.
*Supporting social inclusion through enabling marginalized children’s artistic and creative expression through music and musical instruments making.
*Enabling children to use their creative and artistic skills to improve their wellbeing, and the wellbeing of their community.
*Building an environment of safety and trust where the confidentiality and rights of all participants are met.
*Participating in empowering marginalized children especially girls by providing cheap tools for free expression and creativity.
*Promoting art and music as tools for social change for marginalized individuals and communities.
==Project Objectives==
PO1. Engage 36 participants (50% Girls 50% boys) in educational activities reinforcing values of:
* Connection
* Communication
* Respect
* Sharing
* Partnership
* Safety
* Trust
* Team Building
* Self-Confidence
* Accepting differences
* Resolving conflicts
* Inclusion
* Refusing Bullying
* Dealing with anger
* Confronting fears
* Innovation
* Participatory education
* Critical thinking
PO2. Engage 36 participants (50% Girls 50% boys) in environmental activities, developing the awareness about environmental problems, and of the economic and cultural potentials that reside in recycling waste.
PO3. Enabling 36 participants (50% Girls 50% boys) to use their creative and artistic skills to produce cheap tools of free expression.
PO4. Promoting music as tools for free expression among 36 participants (50% Girls 50% boys).
==Project Activities==
*Act 1.1 Design a basic and an advanced curriculum on social skills.
*Act 1.2 Provide basic and advanced activities on social skills.
*Act 2.1 Design a basic and advanced curricula on environmental problems, and of the economic and cultural potentials that reside in recycling waste.
*Act 2.2 Provide basic and advanced activities on environmental problems, and of the economic and cultural potentials that reside in recycling waste.
*Act 3.1 Design a basic and advanced curriculum on creating different kinds of musical instruments through recycling waste.
*Act 3.2 Provide basic and advanced activities on creating different kinds of musical instruments through recycling waste.
*Act 4.1 Design a basic and advanced curriculum on playing music using instruments made by recycling waste, as well as on performing art.
*Act 4.2 Provide basic and advanced training on playing music using instruments made by recycling waste, as well as on performing art.
==Expected Results==
*ER1.1 12 new participants trained on basic social skills.
*ER1.2 24 senior participants trained on advanced social skills.
*ER 2.1 12 new participants trained on basic knowledge about environmental problems, and of the economic and cultural potentials that reside in recycling waste.
*ER 2.2 12 senior participants trained on advanced knowledge about environmental problems, and of the economic and cultural potentials that reside in recycling waste
*ER 3.1 12 new participants trained on basic way to create different kinds of musical instruments through recycling waste.
*ER 3.2 24 senior participants trained on advanced way to create different kinds of musical instruments through recycling waste.
*ER 4.1 12 new participants engage on basic training on playing music using instruments made by recycling waste.
*ER 4.2 24 senior participants engage on advanced training on playing music using instruments made by recycling waste.
==Innovation==
There are plenty of initiatives that are active in the field of art education and other environmental projects that target youth and children. However, the uniqueness of the Garbage Music project resides in its adoption of an intersectional approach to development that bridges art education and environmental awareness.
==Organizational Background==
Driven by passion for music, art, love of experimentation and co-learning, Rabab Luxor is an art organization started by a group of artists from Upper Egypt in 2017. Our aim is to spread art all over Egypt. We are an organization that is democratically and independently run.
In 2018 we started phase 1 of The Garbage Music Project.
Our initial plan was to train 12 participants in phase 1. However, because of the high demand on the project, which was manifested by a flood of children, boys and girls, willing to participate; we decided to accept 36 participants, half of them girls and half boys, to not riposte anyone, even if it means tripling the effort of the team, which works almost voluntarily and receives only symbolic remuneration due to our dependence on a seed fund.
We now aspire to sustainability, and looking for phase 2, which includes, each year, training 12 new children and continuing to train at least 24 children who attended phase 1 and wish to continue for an advanced training. Sustainability also means giving fair salaries to the team, preparing our space and providing it with the materials, tools and equipment that allow for the project continuity.
==Estimate Budget==
60,000.00 €
==Contact Information==
'''Rabab Luxor'''
rababluxor@gmail.com
'''Contact Person'''
Gehan Shaaban
Cultural Programmes Manager
gehan.shaaban@gmail.com
</div>
[[تصنيف:رؤية وأهداف ويكي تنظير]]
==Name of the Organization==
Hawamesh
==Title of the Proposed Project==
Wiki Tanzeer
==Potential Donor==
==Project Strategy==
Wiki Tanzeer is a participatory platform that seeks to produce Arabic open content about ideas, theories and historical events that have paved the long struggle road for justice, freedom and equality and led to the development of liberating and progressive values.
Wiki Tanzeer works in an ever-evolving, cumulative way, open to discussion and contributing to content development.
In addition to written knowledge, developed by an editorial board composed mainly of young people, we aspire to, or encourage others, to produce memes, infographics, videos and podcasts.
The content we care about includes concepts, terminology, theories, historical events, and intellectual questions that have contributed to change people's lives positively and encouraged reasoning and critical thinking.
==Context==
Perhaps "theorizing" is the term with the worst reputation, among youth who seek social change. As it is associated with the image of an isolated intellectual in his ivory tower, reading and contemplating about thoughts away from reality, speaking with an arrogant rhetoric that no one understand. The definitive evidence of the corruption of "theorizing", is that it is abstract, which means from their point of view, lack of realism and reason, and thus is condemned as a waste of effort and time.
In fact, everyone is a philosopher, in his own way, even if he does not realize it. Everyone, regardless of affiliation or activity, has a collection of generalizations, and initial assumptions about the world, himself, his position and the relationship with others. Every one of us adopts a theory even if he refuses to admit it. There is no exception between loyalist or opponent; reactionary, conservative or progressive; who discriminate women, racist, sectarian or homophobic; and nationalist, liberal, Islamic or leftist, and even the state security officer who monitor them all.
Each of us crystallizes his "theory" cumulatively, through a mix of different and often contradictory concepts. Initially, as a result of simply being in a society with certain biases, and receiving a specific culture. And then, at a later stage, through experience, theoretical knowledge and interaction with individuals and groups with different experiences.
The battle for justice, freedom and equality is at its core a battle between different concepts of the world. The battle to get rid of ideas that promote exploitation, tyranny and discrimination and replace them with progressive liberating ideas and theories that call for justice, freedom and equality.
The activists who say they do not need theory and only follow their instinct, i.e. try to change the world without making the enough effort to understand it as it really is, with its deformity and change possibilities, and to understand their role and position in this process, are actually fighting windmills blindfolded. Their "common sense" may include elements needed to lay the groundwork for a new world, but those elements need to be extracted, purified, developed, and isolated from a pile of contradictory and conflicting ideas that also contribute to the formation of "common sense".
This is a very difficult task in general. As the dominant ideas always belong to those who shape education, media, religion, culture and other determinants of consciousness, i.e. whose interest is to dedicate the status quo.
If the prevalent ideas in general are not enough to understand the forces that shape our lives and the possibilities to confront them, the situation in Egypt is catastrophic, as the forces of knowledge production, whether individuals or institutions, are systematically deviating from anything that helps to develop interpretation, analysis, critique and crystallize new visions. There is a disjointed and transient certified code of ideas, and whoever adopts, is rewarded with acceptance, belonging and appreciation. While anyone who tries to question suffers from exclusion, rejection, disdain and accountability, let alone trying to Criticize it.
Despite the billions spent on public and private education each year, the quality of schooling in Egypt falls to the point where Egyptians consistently point out that they "have no education." The only exception is international education, which is obtained only by the margin of margin. Curriculum development in Egypt is often about what the government decides and just enough to pass exams, which tend to reward students for memorizing skills, not their ability to understand or make arguments or being creative. In Egypt, the student enrolls in school at the age of four and leaves it at the age of eighteen, without being exposed to the history of long struggle for justice, freedom and equality. There is nothing, of course, about the evolution of progressive liberating ideas or the concepts of collective or personal rights.
History is merely a preaching account serving the regime ideology, in the name of developing national sense and belonging to the homeland, or to religion. It is an artificial imaginative process glorifying some figures, loded with piles of dates. Students are burdened by memorizing them, without acquiring the ability to link them, understanding the logic behind their flow, or even understanding how these events have changed people's lives positively or negatively. All what Egyptian student gets as history throughout his pre-university education is the Pharaonic, Islamic and contemporary history of Egypt, which is repeated every three years in the same order with some expansion. Nothing about the history of the world outside Egypt, as if Egypt is an isolated island or exists on an independent planet, or as if people history is not an interaction between different cultures and civilizations. Nothing can convey the feeling that we are part of the collective heritage of humanity. Of course, within this context of official narrative, there is no place for the eight centuries of Coptic Egypt, which occurred between the end of Pharaonic civilization and the Islamic conquest of Egypt.
If the student chooses the "scientific" track, it means that he will not be exposed to the whole field of humanities, not a single word about philosophy, psychology, sociology or economics. While the student who chooses the "literary" studies, will receive fragments of these sciences, dealing with their theories as rigid molds imported from the West, having nothing to do with our reality. The study of "scientific" track on the other hand, will only address vaguely theories about universe emergence, evolution and other theories that contradict the "adopted" narrative.
Media is no less miserable. Egyptian media have always been monitored and censored. But what happened since 2013 coup and a Rabaa massacre was quite different. Apart from dominating radio, television and state newspapers, the new regime tightened his grip on every private satellite channel, radio station and newspaper, allowing only pure propaganda. Internet became no longer a place where alternative narratives can be found; as hundreds of websites, including satellite channels, newspapers, publishing platforms and political group sites, have been banned.
Political repression is not the main scourge of Arabic Internet. Despite repression and the transformation of social networking platforms to fishers for dissidents and platforms to broadcast official propaganda through an organized network of loyalists, the Internet remains the only participatory media tool available and the cheapest way to get information and to be exposed to ideas. Here, in fact, the problem lies. The Arabic content on the Internet, is a lamentable reality, that suffers from extreme poverty and weakness. If the attempt to obtain serious or scientific information is very difficult in the midst of piles of superstition, friction, superficiality and frenzied sectarian conflicts, the opportunity to be exposed to ideas that contradict what is taken for granted, or help to understand and change the world is almost impossible. If one is lucky, and stumbles on an idea of this kind, most likely it will be a translation of a classical writing, an article written in a very complex fossil language, or an intervention or intrigue that soon fade into the social networking swallow.
==Rationale for the Proposed Project==
Wiki Tanzeer do not only try to confront this objective circumstance that deprives the Egyptian and even the Arab youth of exposure to progressive and liberating ideas, as a result of the nature of society, the level of education and media, and the low quality of Arabic electronic content, by providing serious content based on facts, promoting reasoning and critical thinking and the values of justice and freedom; but it also take into account the self-circumstance of the millennium generation.
The millennium generation, or at least a large part of it, does not read paper books or newspapers, and does not watch television. It Is a generation that grew up on the Internet and on the use of digital devices that perform functions of communication, entertainment and learning, all-in-one. If one of them is exposed to a complex idea or something written in a language far from his vocabulary or in unjustified prolongation, he will move away by a touch on his phone screen.
Not only will we strive for quality, simplicity and attractiveness, but we will be modest enough to admit that, during the content production process, we will be learning how to address this generation by relying on a majority of young editors. We will discuss, guide and help but at the end the content will come out expressing them and trying to respond to their questions, not our perceptions of them.
We will start by producing, cumulative and constantly evolving, written knowledge, provided with links to other readings for those who want to expand. But we will target the use of this content, perhaps through others, in producing memes, infographics, videos, and podcasts, in order that the message arrives, to whom do not read at all, and prefer these mediums to receive knowledge.
==Project Goals==
*The project will contribute to the development of a local community that is aware of, and concerned about, the environment and its associated problems, and which has the knowledge, skills, attitudes, motivations, and commitment to work individually and collectively towards solutions of current environmental problems.
*Developing the awareness of children and local community of the environmental problems, and of the economic and cultural potentials that reside in recycling waste.
*Supporting social inclusion through enabling marginalized children’s artistic and creative expression through music and musical instruments making.
*Enabling children to use their creative and artistic skills to improve their wellbeing, and the wellbeing of their community.
*Building an environment of safety and trust where the confidentiality and rights of all participants are met.
*Participating in empowering marginalized children especially girls by providing cheap tools for free expression and creativity.
*Promoting art and music as tools for social change for marginalized individuals and communities.
==Project Objectives==
PO1. Engage 36 participants (50% Girls 50% boys) in educational activities reinforcing values of:
* Connection
* Communication
* Respect
* Sharing
* Partnership
* Safety
* Trust
* Team Building
* Self-Confidence
* Accepting differences
* Resolving conflicts
* Inclusion
* Refusing Bullying
* Dealing with anger
* Confronting fears
* Innovation
* Participatory education
* Critical thinking
PO2. Engage 36 participants (50% Girls 50% boys) in environmental activities, developing the awareness about environmental problems, and of the economic and cultural potentials that reside in recycling waste.
PO3. Enabling 36 participants (50% Girls 50% boys) to use their creative and artistic skills to produce cheap tools of free expression.
PO4. Promoting music as tools for free expression among 36 participants (50% Girls 50% boys).
==Project Activities==
*Act 1.1 Design a basic and an advanced curriculum on social skills.
*Act 1.2 Provide basic and advanced activities on social skills.
*Act 2.1 Design a basic and advanced curricula on environmental problems, and of the economic and cultural potentials that reside in recycling waste.
*Act 2.2 Provide basic and advanced activities on environmental problems, and of the economic and cultural potentials that reside in recycling waste.
*Act 3.1 Design a basic and advanced curriculum on creating different kinds of musical instruments through recycling waste.
*Act 3.2 Provide basic and advanced activities on creating different kinds of musical instruments through recycling waste.
*Act 4.1 Design a basic and advanced curriculum on playing music using instruments made by recycling waste, as well as on performing art.
*Act 4.2 Provide basic and advanced training on playing music using instruments made by recycling waste, as well as on performing art.
==Expected Results==
*ER1.1 12 new participants trained on basic social skills.
*ER1.2 24 senior participants trained on advanced social skills.
*ER 2.1 12 new participants trained on basic knowledge about environmental problems, and of the economic and cultural potentials that reside in recycling waste.
*ER 2.2 12 senior participants trained on advanced knowledge about environmental problems, and of the economic and cultural potentials that reside in recycling waste
*ER 3.1 12 new participants trained on basic way to create different kinds of musical instruments through recycling waste.
*ER 3.2 24 senior participants trained on advanced way to create different kinds of musical instruments through recycling waste.
*ER 4.1 12 new participants engage on basic training on playing music using instruments made by recycling waste.
*ER 4.2 24 senior participants engage on advanced training on playing music using instruments made by recycling waste.
==Innovation==
There are plenty of initiatives that are active in the field of art education and other environmental projects that target youth and children. However, the uniqueness of the Garbage Music project resides in its adoption of an intersectional approach to development that bridges art education and environmental awareness.
==Organizational Background==
Driven by passion for music, art, love of experimentation and co-learning, Rabab Luxor is an art organization started by a group of artists from Upper Egypt in 2017. Our aim is to spread art all over Egypt. We are an organization that is democratically and independently run.
In 2018 we started phase 1 of The Garbage Music Project.
Our initial plan was to train 12 participants in phase 1. However, because of the high demand on the project, which was manifested by a flood of children, boys and girls, willing to participate; we decided to accept 36 participants, half of them girls and half boys, to not riposte anyone, even if it means tripling the effort of the team, which works almost voluntarily and receives only symbolic remuneration due to our dependence on a seed fund.
We now aspire to sustainability, and looking for phase 2, which includes, each year, training 12 new children and continuing to train at least 24 children who attended phase 1 and wish to continue for an advanced training. Sustainability also means giving fair salaries to the team, preparing our space and providing it with the materials, tools and equipment that allow for the project continuity.
==Estimate Budget==
60,000.00 €
==Contact Information==
'''Rabab Luxor'''
rababluxor@gmail.com
'''Contact Person'''
Gehan Shaaban
Cultural Programmes Manager
gehan.shaaban@gmail.com
</div>
[[تصنيف:رؤية وأهداف ويكي تنظير]]