Soon after Ramy Aly, assistant professor in AUC’s Department of Sociology, Anthropology and Egyptology, came to Egypt in 2013, he had his hair loc’d. Locs, an African hair style that involves coiling, braiding, interlocking and palm-rolling hair to create larger strands that merge together over time, have a long history across Africa and particularly in Ancient Egypt. However, as a contemporary Egyptian, Aly’s relationship with loc’d hair was not straightforward. His soon-to-be loctician in London Mellissa Blake wasn’t sure what to make of him at first. “‘You’re quite Caucasian, but what’s going on with your hair?’ Her surprise brought my attention to the notion that hair care is raced, very explicitly.”

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Adam Talib (MA ’08), associate professor in AUC’s Department of Arab and Islamic Civilizations and a specialist in Arabic poetry, discovered an entire diwan (collection) of poetry by Ibn al-Musalaya, who was famous for his poetry as well as eloquent letters written on behalf of three Abbasid caliphs (Muslim rulers). 

“This collection has never been researched or analyzed before,” said Talib. “I found the manuscript while looking through archives for another project altogether. The discovery of his diwan promises new perspectives on the history of the Abbasid dynasty, the life of a medieval man of letters and the nature of Arabic poetry itself.”

Ibn al-Musalaya’s diwan is a collection of praise poetry, a genre in which poets typically applaud — and legitimate — powerful patrons or rulers, following the rules and conventions of an elite poetic culture. Ibn al-Musalaya praised the most powerful statesmen of his age, the Caliphs he served; their rivals for symbolic power, the Seljuk Sultans; and the great Sunni revivalist Nizam al-Mulk (1018–1092). 

“The relationship between the Seljuk Sultan and the Abbasid Caliph has long been a subject of historical interest,” Talib says. “The Seljuks foreshadowed the future of the Muslim world, and Nizam al-Mulk is the source of dozens of influential ideas and institutions in Islamic civilization.”

Ibn al-Musalaya’s poetry describes celebrations, events and meetings between these historical characters, their comings and goings in Baghdad, as well as their negotiations and plans –– adding color and texture to otherwise dry history. “The value of Ibn al-Musalaya’s poetry is not purely artistic but also historical, providing some of the only sources available on the relationship between the most powerful men of the Abbasid era,” explains Talib.

Talib wants to link his work as a poetry specialist with that of historians during that period, bringing the details of Ibn al-Musalaya’s diwan to a wider readership. He hopes to publish a translation and an Arabic critical edition. In his view, poetry remains a critically underestimated historical source.

“My work is arguing for the primacy of poetry,” he states. “ In an elite culture like that of the Abbasids, poetry is a key, if not the key, idiom. Poetry of this kind was not primarily the expression of individual emotions. It was how elites negotiated symbolic power.”

Recently published, Shahrazad's Gift can be found here.

Q: Congratulations on the release! Can you tell us a bit about the book?

A: The book is a new edition of my collection of short stories called Shahrazad’s Tooth that was published here in Cairo in 2013 with a small grant from AUC. This edition includes two new stories, all inspired by my time living in Garden City, my neighbors and other people I met in Cairo.

Q: Can you give us a sneak preview of some of the stories?

A: The Empty Flat Upstairs was inspired by a neighbor I had from Japan who was convinced her upstairs neighbors were spying on her. In the story, the flat upstairs is officially empty; however, a bunch of people use it off the record so she’s always hearing noises upstairs. It makes her crazy, but whenever she asks the bawab (doorman) if someone’s living in that flat, he of course replies no. So there's this division between the official reality and her lived reality. Each story explores different people and their interactions, particularly the kind of surreal or absurd quality that cross-cultural differences can take on.

Q: If you had to pick like three words to describe the book, what would you choose?

A: I would say surreal, goofy and quirky.

Q: What does the process of inspiration look like for you?

A: It’s a little like a fishing rod; you don't know what you're looking for until you find it. I always tell students that you have to be alert because you never know what's going to be interesting. It’s sort of inexplicable. Some things take root, and others don't. Sometimes you don’t know why something initially interests you, it's not like journalism– Imagination is an essential element of the process.

Q: Once you’re inspired, what do you do?

A: Every project is different. Even once you have the idea, you often aren't sure what you're where you're going to go with it. For me, it often involves a lot of research, and I write lots and lots of notes. If I’m working on a novel, I’ll make a loose plan for the structure. You have to be flexible enough to go whichever direction the story flows authentically, adapting as you go.

Q: What makes the upcoming collection exciting or meaningful to you as the author?

A: Well, it was initially published locally and I'm excited that the collection will now reach a bigger audience. The American publisher is a small independent press called Cune that publishes books about the Middle East who are based in Seattle. They’re also making a Kindle version of it, and I'm really glad that the stories will be given another shelf life. Cune Press published my novel, Confessions of a Knight Errant, in 2022, which is partly set in Egypt during the 2011 uprising; partly set in Texas. 

Q: How has living in Cairo affected your writing?

A: When I came in 2000, I started from scratch learning Arabic, and I think learning it has affected my writing. Some of the inspirations for my work were stories that were told to me by Egyptians in Arabic, which influenced my own storytelling. The writing I did about Texas feels like another life, what I write here has a very different flavor.

Q: Do you face challenges as an American writer writing in and about Egypt? If so, what are they?

A: A constant question is how to portray another culture in a way that's respectful. It’s complicated and challenging, especially when writing from the perspective of an Egyptian character. But there are also lots of funny things that happen in cross-cultural interactions, and that's one of the things that I like to explore in my books– these kinds of cultural snafus where tensions, misunderstandings and differences show up. Things get lost in translation, in far more than just a linguistic sense.

Gretchen McCullough was raised in Harlingen Texas. After graduating from Brown University in 1984, she taught in Egypt, Turkey and Japan. She earned her MFA in Creative Writing from the University of Alabama and was awarded a teaching Fulbright to Syria from 1997-1999.

Her stories, essays and reviews have appeared in The Barcelona Review, Archipelago, National Public Radio, Story South, Guernica, The Common, The Millions, and the LA Review of Books. Translations in English and Arabic have been published in: Nizwa, Banipal, Brooklyn Rail in Translation, World Literature Today and Washington Square Review with Mohamed Metwalli. Her bi-lingual book of short stories in English and Arabic, Three Stories from Cairo, translated with Mohamed Metwalli was published in July 2011 by AFAQ Publishing House, Cairo. A collection of short stories about expatriate life in Cairo, Shahrazad’s Tooth, was also published by AFAQ in 2013. Confessions of a Knight Errant, a novel, was published by Cune Press, 2022. 

Currently, she is a senior instructor in AUC’s Department of Rhetoric and Composition.

AUC is relaunching the graduate diploma, Psychosocial Interventions for Forced Migrants and Refugees, set to begin in Fall 2024.

This interdisciplinary program combines refugee studies and psychology, with a specific emphasis on addressing mental health issues faced by forcibly displaced individuals. Students will have the opportunity to gain practical, hands-on experience through an internship with an NGO that works directly with refugees.

“AUC has the oldest and one of the few centers in the region dedicated to migration and refugee studies, making it well positioned to offer this program,” said Maysa Ayoub ‘02, adjunct faculty and associate director of CMRS. “Egypt hosts a significant number of forced migrants and refugees, reaffirming the importance of tackling the mental health challenges faced by these vulnerable populations.”

From Syria to Ukraine, forged migration is a global issue that has compounded in recent years. According to the United Nations High Commissioner for Refugees, the number of forcibly displaced people worldwide reached 110 million in 2023 and is projected to rise to 130 million in 2024. This includes refugees, asylum-seekers, internally displaced persons and other people in need of international protection. Throughout their displacement journey, these individuals face numerous hardships that can be traumatic and affect their mental health.

“Forced migrants often experience traumatic events such as war and violence, and adapting to new environments in foreign countries who may not welcome them, adds to their stress,” said Carie Forden, professor and chair of the Department of Psychology.

Research has shown that rates of post-traumatic stress disorder (PTSD) and depression are significantly higher among refugee populations compared to the general population. The lifetime prevalence of PTSD among refugees is around 31%, compared to 4% in the general population, while the prevalence of depression is 32% among refugees, compared to 12% in the general population.

“Psychosocial interventions play a crucial role in supporting these individuals and can include educational programs, community support and psychotherapeutic treatment to promote social inclusion and integration,” said Forden. “The diploma will equip graduates with the skills they need to develop and implement these interventions.” 

The diploma aims to foster a holistic approach to addressing forced displacement, focusing on finding solutions at the individual, family, and societal levels while considering the diverse cultural contexts involved. 

“Graduates of this diploma will be able to think critically and analytically about migration and refugee issues as well as plan, manage and implement comprehensive, culturally sensitive interventions that alleviate –– or at least minimize –– the psychosocial issues involved,” Ayoub said, adding that diploma graduates are qualified to work in local and global refugee organizations. “They will learn to develop effective strategies that have a positive impact on the psychosocial well-being and resilience of refugees, whether adults or children, without discrimination based on ethnicity, gender, religion or capacities.”

1. What are the common challenges that non-native speakers of Arabic face when studying the language?

Students studying the Arabic language face several difficulties, including pronunciation and the Arabic script itself, which differs significantly from the Roman alphabet. The complexity of Arabic grammar, vast vocabulary, and reading comprehension can be daunting. In addition, Diglossia, the coexistence of Modern Standard Arabic and regional dialects, can create communication difficulties. Understanding the cultural and historical context linked to Arabic can also be time consuming.  

2. What do you believe motivates non-Arabic speakers to learn the language?

Some are motivated by cultural interest, seeking to understand the rich tapestry of Arabic culture. Others are compelled by religious reasons, with many Muslims worldwide studying it for a more profound connection to their faith. Some are also drawn to it for professional and academic opportunities –– whether travel, communication, humanitarian efforts or personal relationships.

3.What is the best way to teach Arabic to non-native speakers?

The ideal teaching approach should be eclectic and student-centered, creating an enjoyable learning environment through interactive games and engaging activities. It should focus on clear learning outcomes for each lesson and put together multiple assessment measures to ensure student comprehension and progress. 

4. What motivated you to edit Challenges in Teaching Arabic as a Foreign Language?  

My profound passion for the Arabic language and strong desire to share its beauty and significance with others. I want to create a valuable resource that fills a noticeable gap in the existing TAFL literature. By offering practical insights and guidance, I hope to not only contribute to the field of language education but also promote cross-cultural understanding. 

5. What was the most challenging part?

Ensuring grammar and style consistency, preserving the author’s voice, handling citations, managing deadlines and providing constructive feedback to authors.

6. What’s the most valuable benefit you gained from editing this book?

This experience has not only deepened my knowledge but also expanded my professional network. I derived benefit and inspiration from each and every chapter. Whether it was insights into educational methods, discussions on cultural sensitivity, examinations of emerging trends or nuanced approaches to assessments, every chapter offered valuable perspectives that deepened my appreciation of the subject matter. It was truly a holistic journey of learning, and the synergy of all these facets within the book left a profound impact on me. 

7. What can readers expect to gain from the book?

The book can highlight some of the challenges that teachers face when teaching Arabic as a second language and offer practical solutions and effective strategies to address them. It can provide insights into instructional techniques, materials, and activities that have proven successful in Arabic language classrooms. It can also inspire further research and academic advancement in understanding the challenges and effective practices in teaching Arabic. In addition to that, researchers and scholars can benefit from the book as a resource for literature reviews, theoretical frameworks, and ideas for future research directions.

8. What about the instructors featured in the book?

All of them have extensive experience in teaching students of Arabic as a foreign language over an extended period. Their collective wisdom and years of dedicated teaching have equipped them with a profound understanding of the challenges and nuances that non-native students encounter. Their longstanding commitment to the field makes their contributions to this book particularly insightful. 

9. What advice would you give other TAFL instructors and teachers-in-training?

Opting for continuous engagement in ongoing research and new teaching methodologies to implement in the classroom, as well as being proactive in creating diversified assessment techniques that would provide students with hands-on learning experiences. This commitment to staying abreast of the latest educational advancements not only maintains their teaching dynamic but also enriches the educational journey of their students. 

With a specialization in cognitive science, Jacquelyn Berry, assistant professor in the Department of Psychology has launched Egypt’s first experimental psychology laboratory at AUC, where students, faculty and staff study attention, perception, memory, learning and language using computer- and eye-tracking technology. 

“When people think of psychology, they tend to focus on everything that goes wrong with the brain –– depression, anxiety and typical disorders –– that they take for granted everything that goes right like all of the amazing things we do every day, from split-second decisions when driving a car or handling multiple tasks at once,” says Berry. “Our brain is juggling so much information, and we only notice when things go wrong because the brain gets it right 99% of the time.” That’s why visual illusions and 3D movies are so much fun because, somehow, we can trick this amazingly reliable organ.” 

Having launched just last year, the lab has already been home to half a dozen studies and hosted more than 100 experimental participants. Berry has approximately one dozen research assistants in the lab at any given semester, including graduate and undergraduate students. “Everyone gets enriched,” Berry explains. “Students get hands-on experience conducting research, participants usually get some bonus credit towards their classes and anyone involved is exposed to the unique research we are doing at AUC. 

With help from the lab’s assistants and collaborating with other Egyptian universities, Berry organized the inaugural Cognitive Screening and Cognitive Interventions in Egypt conference, which was held at AUC in Fall 2023 and focused on training Egypt-based medical professionals, from psychologists to neurologists, in cognitive screening and neuropsychological intervention strategies. The conference featured speakers from four different continents, including Dr. Nasser Loza, president of the World Federation for Mental Health, and Dr. Ziad Nasreddine, president of MoCA Cognition, Health Tech who developed the test used by the White House to assess mental fitness. “The conference examined how we can modify the tests conducted in Western populations for the Egyptian population; we’re getting there,” says Berry,

Eyes as Windows to the Soul

Berry’s research approach is unique as she employs video games to observe cognitive functions through computer-based tasks and the video game Tetris. The game she employs in her research collects more than 100 different underlying metrics to measure human performance, including eye-tracking. 

First joining AUC as a Fulbright U.S. Scholar in 2019, Berry researched Arabic-English biliteracy and how this affects switching between different technology interfaces. “Now we're looking at AI and how that can shorten the learning curve, where people go from not knowing how to do something to being an expert at it and all the different stages in between. My research examines if we can jump that curve a little bit with the help of AI learning tools. That's what I've been doing with Tetris.”

But aren’t video games bad for children? Berry has a different argument. 

“Certain types of video games enhance cognitive function, specifically first-person shooters because they boost attention. Something happens when you motivate people toward a goal,” she says. “Understandably, people worry about violence in video games, but kids do get smarter and their attention gets better. There is even evidence that ADHD can be treated using video games and Tetris is known to prevent post-traumatic stress disorder. Of course, everything has to be in moderation.” 

With the eye-tracking technology at AUC’s experimental psychology lab, Berry can closely trace what's happening in the brain from an executive function perspective. 

“Take Arabic-English speakers, for example,” says Berry. “If you’re a native Arabic speaker and you're speaking to me in English, you're actively suppressing Arabic because you know that I'm not going to understand it very well. But if you go home and spend time with, say, your grandparents, you're going to suppress all the English that you use. That ability to suppress one language and use the other is what we call executive function, and it affects the way we process information and manage everything we do. People with high executive function are better at all tasks related to inhibiting things they don't need right now. It’s also protection against dementia. So bilingual speakers are less likely to develop Alzheimer’s disease when they get older.”

The eye-tracking technology at the lab provides other unique insights. “By looking at someone's pupils, you can see how much cognitive load they're under,” Berry explains. “If an expert sees something they have experience with, their pupils aren't going to dilate as much as someone new at it. The eyes are indeed the windows to the soul.”

Moving forward, Berry hopes that the lab will draw in people of all ages for testing. “My goal is to increase our sample population so we can better understand cognitive functions across age groups,” she says. “I want to continue with high-level eye-tracking research to enhance our baseline tests on cognitive functions, such as the types of tests we use to uncover dementia and Alzheimer's; and take our AI research to the next level to understand how people learn new tasks, both in Tetris and outside of Tetris.”

Want to get involved? Send an email to [email protected].