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The Campus Before, During, and After the Revolution

Feb 3, 2021 | 2020 ISSUE, INITIATIVES & EVENTS

The Campus Before, During, and After the Revolution

2020 ISSUE, INITIATIVES & EVENTS

Written by Maya El-Haj

“Why have an education if we have no future?” said the banners of the students across the country. On the night of the 17th of October, 2019, the streets of Lebanon overflowed with people from different age groups and sects to fight for a better Lebanon. In the midst of a revolution that knows no age, no profession, no family name nor religion; where do the students and their responsibilities stand?
Taking it back to the early 1970s when the civil war erupted, the campus of the American University of Beirut started witnessing student movements and protests that interrupted the state of normalcy. But what is this said state of normalcy? And what is the campus but a reflection of what happens outside its gates?

On the morning of the 17th of October, 2019, classes on campus went on as per usual, but the revolution burst into existence without a warning. After witnessing the gravity of the situation, I sent emails to my professors to excuse myself from attending classes until further notice because I wanted and needed to revolt. To my surprise, I bumped into many of my peers in the protests and on the streets, which only meant one thing: life on campus is about to change.

With the roadblocks hindering the access to the campus, and as the stability of the country was on the brink of total collapse, more students skipped classes and gathered in front of Main Gate to march together towards Downtown Beirut. In response to the students’ autonomous decision to fight for a Lebanon where they can stay and work, the university board deemed attendance non-mandatory, and most of the professors suspended classes. A joint statement by the presidents of AUB and USJ urged students to “embrace the new spirit … to build a civil state that goes beyond sectarianism and interest-sharing”. As for the classes that were not suspended, they adapted to the revolutionary state of normalcy in the most interesting forms.
A course offered by the Department of Architecture and Design, titled “Regional Architecture,” experienced a change in scenery – from the walls of a West Hall classroom to the revolution squares. Dr. Serge Yazigi and Dr. Mona Fawaz cordially arranged daily meetings with their students in Martyrs’ Square to discuss urban issues within the context of the revolution such as urban planning and public spaces. Another course is a Graphic Design course offered by Dr. Lina Ghaibeh. She assigned to her students a project where they designed comic booklets to tell the story of the revolution, and they were later printed and launched in Aliya’s bookstore. Even after the university resumed classes, students refused to go back to business as usual, which only strengthens the necessity of allowing students to belong to their time and place.

 

The adaptive model of teaching and learning we witnessed during the revolution paved the way towards introducing new platforms to keep the education process going during unprecedented times. This is what we have been witnessing ever since the pandemic emptied our campus and classrooms and dramatically changed the learning experience as we know it.

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