Beyond King's (Vol. 10, Spring 2022)

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IN THIS ISSUE

Editor’s Note

Shoot for the Stars

King’s 101: An Alumni-Produced Video Series Goes Back to the Basics

Keys to the Castle

Priorities for a New Generation

Alumnus Establishes Arabic Creative Competition

Alumni for Justice in Palestine

Bodies Beyond Borders

Rethinking How We Teach Arabic

Happy New Year

Chatting with the Chairman

King’s Actresses Hit the Big Time with Netflix’ Al Rawabi School for Girls

Mastering Middle School

Try Out Your Words

Venture Capitalist Alumnus Gives Back to King’s in a Big Way Modes of Expression From Learners to Leaders With Camera in Hand

All Roads Lead to Back to King’s Pillars of King’s Bid Adieu

King’s Wikipedia Wordsmiths

Step by Step

It’s All Relative

Empowerment, Authenticity and Accessibility

Recycling Renewables

Prioritizing the Environment

Abeer Nammari: Street Blogger

King’s Unveils Exciting New Course on Water Issues

Community Gathering: Dubai Finding Home

Mingling Away Those Monday Blues Do What You Can

Some Things You Can’t Learn from a Textbook

Do the Right Thing, Even When Nobody is Looking

Embodying Global Citizenship

School News in Brief

Class Notes

In Memoriam: Zaid Kakish ’19

As our school matures, so do our alumni. This year we have more alumni than ever doing exciting things, as you will see from the many articles in this issue. Three alumni-related articles that particularly stand out are King’s 101, a tongue-in-cheek alumni-produced video series about King’s Guiding Principles, featuring Ahmed Khalayleh ’15 and Aviselle Diaz ’15 (page 4); With Camera in Hand, written by Suhayb Jawhari ’11 about his relationship and work with Rob Bahou ’11 (page 36); and Alumni for Justice in Palestine, in which Dario Pomar ’19 interviews various alumni about their university activism (page 12). Other special alumni stories include the growing phenomenon of alumni appreciation of their alma mater through generous giving. Make sure you read the articles about Abdallah Abu Sheikh ’12 (page 30) and Ali Shajrawi ’11 (page 11).

This year we are bidding farewell to various pillars among our teachers and administrators (page 40). We wish them well as they move on from King’s, and hope they know that their legacy lives on.

As King’s nears its 15th anniversary, we also look to the future. Head of School Peter Nilsson writes about the strategic priorities for King’s in the coming years (page 8), while Chairman of the Board Ali Kolaghassi tells us about the role of the board in ensuring a continued bright future for our beloved school (page 22).

These are just a few of the highlights. Turn the pages for much, much more.

Vera Azar

Spring 2022

Volume 10

Editor in Chief

Vera Azar

Staff Writers

Muna Al-Alul, Vera Azar, Aviselle Diaz ’15, Suhayb Al-Jawhari ’11, Ahmed Khalayleh ’15

Designer

Shadi Hasweh

Contributors

Holley Ledbetter, Soha Hmaidan, Anthony Lilly, Peter Nilsson, Darío Pomar ’19

Photography

Suhayb Al-Jawhari ’11, Ahmed Khalayleh ’15, Shahla' Al-Jawhari ’23

Front Cover

Photograph by Ahmed Khalayleh ’15

Back Cover

Photograph by Ahmed Khalayleh ’15

Beyond King’s is published by the King’s Academy Department of Communications and Publications.

P.O. Box 9, Madaba-Manja, 16188 Jordan tel +962 6 430 0230 ext. 1005 email beyondkings@kingsacademy.edu.jo www.kingsacademy.edu.jo

© 2022 King’s Academy, Jordan. All rights reserved. No part of this publication may be reproduced or transmitted without express written consent from the publisher.

SHOOT FOR THE STARS!

Completed in fall 2021, the Omar A. Aggad Observatory provides new opportunities for students to explore their interests and further their education. With its 20-inch telescope, the largest in the country, students can study the craters of the moon, count the rings of Saturn, or even admire the colorful light show that is Orion’s Nebula. Whether interested in drawing artistic inspiration from the night sky, exploring astrophotography, or looking to expand their understanding of the universe, the Observatory is the place for King’s deep space enthusiasts.

While its formal dedication won’t take place until 20222023, the Observatory has already been put to good use. In addition to the now thriving astronomy club at King’s, the Jordanian Astronomy Society has been frequenting the Observatory, and the hope is that in the near future, the Observatory can be used for astronomy research by students in higher education. The Mufti of Madaba has also paid a visit to the Observatory, as it has become one of the five observatories across the country tasked with declaring the start of Ramadan.

Images taken with Observatory telescope

Mufti of Madaba visits the Observatory

KING’S 101

An alumni-produced video series goes back to the basics

Last year, two alumni, Aviselle Diaz ’15 and Ahmed Khalayleh ’15, moved back to King’s Academy — this time not as fulltime boarding students but as employees in the school’s Department of Communications and Publications. After producing — and starring — in a fun and informative series of videos that highlight the unique culture and identity of King’s, they have become recognizable as the faces of King’s

Academy. Beyond King’s sat down with Diaz and Khalayleh to learn more about how they are putting their insider knowledge of King’s to good use.

FIRST, LET’S CATCH UP. WHAT HAVE YOU BEEN DOING IN THE SEVEN YEARS SINCE COMMENCEMENT?

Diaz: I went to Georgetown University where I studied regional and comparative politics and then international development in the Arab

world. I have been working in communications for several years.

Khalayleh: I majored in Chinese at Williams College. I have worked as a freelance photographer, filmmaker and graphic designer.

WHAT BROUGHT YOU BACK TO KING’S ACADEMY?

Khalayleh: I came back to work as a faculty assistant during the pandemic Green Zone, or “bubble,” and was

tasked by the Office of Advancement to make a video about it, which led to me also writing for the Department of Communications and, eventually, I was hired as a fulltime writer and content producer.

Diaz: For quite some time I had wanted to find a way to not only come back to Jordan but to give back to King’s. So, when the position of writer opened up in Communications, I think it was just a perfect opportunity to use my skills and give back to the community and to offer my perspective as well.

has been the same, but the shape that it took on changed.

Khalayleh: I didn't think I was going to get into filmmaking and content production until after I graduated from Williams, because I studied Chinese and wanted to get into education. Then I had the opportunity in 2019 to work as an assistant producer with The Film Guys [fellow King’s alumnus Robert Bahou ’11’s company], and that kickstarted my interest in filmmaking.

TELL US ABOUT THIS VIDEO SERIES YOU PRODUCED.

WAS A CAREER IN COMMUNICATIONS SOMETHING YOU HAD ENVISIONED?

Diaz: Initially I had envisioned myself working in diplomacy or the humanitarian field — I wanted to build bridges. I realized that through communications I could use my creativity to build those connections and, in many ways, to do so more meaningfully through storytelling or audio-visual means. So, my intention

Diaz: This series of five videos centers on the five Guiding Principles of King's Academy: Respect, Love of Learning, Responsibility, An Integrated Life and Global Citizenship. We have tried to encapsulate their essence, or how students experience them, through a more engaging and lighthearted way.

Khalayleh: We wanted to create short, funny and engaging videos talking about different parts of King’s, and it made the most sense to start with the Guiding

Principles, because these are the values you want King’s students to have. We felt people don’t really know about them until they come to King’s, so the aim is to educate kids on what they are, but also so that external audiences know that these are the values we have at King’s to give them a better understanding of what King’s is.

WHAT WAS THE PROCESS INVOLVED IN MAKING THESE VIDEOS?

Diaz: So, the process very much involves us reflecting on our own experiences, but also what we've observed of King's students' experiences now, being on the other side of the table, so to speak.

Khalayleh: It starts with coming up with an idea, and then it comes down to scripting. We work on the writing together, and before that there is a lot of brainstorming.

Diaz: It’s the brainstorming that takes time because we are trying to balance telling a story with encapsulating these very lofty principles into a short piece, thinking about the pace and the format and all the different elements of the story.

Khalayleh: For these videos in particular there were a lot of philosophical discussions. Like, what does it truly mean to be a global citizen? We go scene by scene and try to think about things we're saying, visuals we’re showing, and how it might be interpreted by an audience. Then there is the filming, and every shot and angle is very deliberate and intentional to ensure the message is being carried through. Then there is the editing.

YOU ALSO STAR IN THE VIDEOS. WHAT WAS THAT LIKE?

Diaz: I never acted before, but I enjoyed it. I keep thinking that I could do better — I really should've taken theater at King’s! You realize that it's a very edifying experience. It forces you to be outside of your comfort zone, which is a good thing.

Khalayleh: It's fun. Being in the videos is fun, and making the videos is fun. But

we are hoping to expand it to featuring students as well, because there are a lot of students who have the kind of personalities that you want to show on camera and show the audience these great examples of the kind of students you can find at King’s.

AS ALUMNI, IT MUST MAKE IT EASIER TO TELL THESE STORIES.

Khalayleh: The upside is we went to King’s, we know what the school's about. So, a lot of the hurdles that an outside production company would have trying to understand the school’s culture, we skipped a few steps by being alumni.

Diaz: It gives us a perspective, like an unspoken language, with everybody that we interact with at King's and that just makes it easier to move the process forward. For example, we understand that this is not a purely American school; the diversity and range of experiences and backgrounds at King’s can't be condensed into that.

WHAT HAS THE EXPERIENCE BEEN LIKE FOR YOU, AS ALUMNI?

Diaz: It’s given us the opportunity to reflect on our time as students, what we loved about it. It's been very satisfying to hear people say that they feel the video represents their experience at King's. We didn't think that the videos would necessarily be a communitybuilding moment, but it seems like they are, they provide opportunities for discussion and connection.

Khalayleh: One of my former teachers came up to me, gave me a hug and said: “Thank you for making that video [on Global Citizenship], you really reflected who we are.”

WHAT WERE SOME OF THE CHALLENGES YOU FACED CREATING THIS SERIES?

Khalayleh: I think the biggest challenge is having enough time, because we're not just filmmakers. We’re doing a lot of writing, photography, creating social

media posts, and at the same time doing this pretty big project. It’s not easy to find a chunk of time to just talk about a script.

Diaz: Another challenge is finding the balance between figuring out the essence of what we're trying to say about the principles and how to represent that in a concise way.

Khalayleh: Also, there are stakeholders involved with these videos. So, we do get feedback and with this sort of creative process there are a lot of hits and misses, so it’s back to the drawing board, which is expected, especially as we are trying to push the boundaries of the kinds of videos we are doing to make them stand out.

WHAT ARE SOME OF YOUR FAVORITE ASPECTS OF THE PROCESS?

Khalayleh: Part of it is having a lot of creative freedom, if you have an idea, to just go with it. Also, doing a bit of everything, it pushes you to learn new things.

Diaz: I came in as a writer and now I’m working on scripting, filming, producing videos and also taking photos and sometimes elements of graphic design. I feel like I can be part of many different creative aspects and parts of the process, which is a surprise because it wasn't what I expected, but I think it's what I love about the job. I also love that our work has purpose and meaning to it, which is very important to me.

PRIORITIES FOR A NEW GENERATION

With a nod to the past and an eye on the future, Head of School Peter Nilsson describes how King’s Academy is prioritizing progress to ensure its legacy continues for generations to come.

BY PETER NILSSON

In January of 2007, I flew to Jordan at the invitation of founding Headmaster Dr. Eric Widmer. In between terms as a teacher and leader at Deerfield Academy, I was on a four-year hiatus in New York City to attend graduate school and perform in the city as a musician. That winter of 2007, when I came to the Madaba campus, the grass

hadn’t yet grown, and the buildings were in the final stages of preparations, but the vision for King’s Academy was electric. Energy seemed to crackle in the air, and the prospect of the school was aglow, full of wonder, excitement and awe: what would a boarding school be like in Jordan? Would students come from around the world to study here? How would the AP curriculum work?

Could we build bridges across differences marking every walk of life?

Now, 15 years later, King’s Academy is the premiere school in the Middle East. Students from Irbid to Aqaba, from Wadi Musa to Ruwaished, from Jeddah to Beirut, and from California to South Korea — and more — all attend school here. Flags of countries hang proudly in the Hess Family Dining Hall. Buses

from governorates north and south arrive and depart weekly, ushering students to their dormitory rooms for the week. And after commencement, students from King’s Academy attend colleges on nearly every continent, from Ivy League Schools to aviation schools, from the London School of Economics to Hong Kong University of Science and Technology, from German Jordanian University to Princess Sumaya University for Technology. Alumni have entered politics, education, arts, entrepreneurship, architecture, technology, energy, and industries unimaginable even just ten years ago. Now, reading the school’s vision on the King’s Academy website no longer looks like a vision, it looks like a description.

What will the next 15 years of King’s Academy bring?

This is the purpose of our presentday strategic planning. And as part of that, this is the purpose of the surveys that were sent out to all stakeholders earlier this year. How can we build on the excellence established over the past decade and a half? How might we deepen our commitment to our

students and to our mission? How can we grow the scope of our vision, and ultimately serve not only our students, but also Jordan and the world in even more meaningful and powerful ways? A truly excellent institution evolves, grows, gathers feedback, adapts and ultimately, continuously changes. Several opportunities stand before us, and these are at the center of our work ahead:

Building on the strengths of our academic experience

At the heart of King’s Academy is our rigorous and rich academic program. In over 25 AP courses and through electives that allow students to discover and develop new areas of interest, King’s Academy has quickly established itself not only as a transformative experience for students that ignites a love of learning, but also as a launchpad to universities around the world. How might we continue to drive growth in our teaching and learning? How might we further connect our classroom work with real world problems, with the people and traditions of our country and region, with professional opportunities, and with new technologies that open students to new possibilities in work and life? Developing our curriculum and pedagogy to further draw on time-tested principles and practices while also engaging in cutting edge opportunities will be a key area for exploration.

Reaffirming our co-curriculars and strengthening athletics

King’s Academy’s daily co-curricular activities provide space and support for students to discover new passions and build character. In teams on the playing field, in ensembles on the stage, in model parliaments in the auditorium, and more, students develop new skills and deepen character traits like curiosity, resilience and grit. In our co-curricular blocks, students develop the character traits of young leaders: teamwork, continuous improvement, and more. How might we build on programs like KAMUN and Jordan Model Parliament? How might we expand our athletic offerings and set new standards of excellence for those in pursuit of high-level performance?

Deepening our commitment to residential life

Student growth is greatest when students have the opportunity for independence. This often manifests most in the dormitories, where students develop a newfound sense of responsibility. As one student once shared with me, “At home, when I leave my shirt on the floor and head to school, when I come back it is gone. But at school, when I come back, it’s still there. In the dormitories, I’ve learned it’s my responsibility to manage my time and space.” When they are responsible for their own studying, personal space, and nightly homework, students assume a new level of independence and self-determination. Since King’s Academy serves in loco parentis, we are deepening our commitment to the residential learning experience. How might we continue to better serve our students in the residence halls and the after-school hours?

Investing in internal infrastructure

As King’s Academy continues to grow as an institution, its physical infrastructure grows in importance, too. How might our technological infrastructure and data architecture grow to match the capabilities and opportunities of an emerging technological age? How also might we deepen our commitment to sustainability, matching our green energy grid with sustainable food and water systems? And how might our extraordinary physical campus further serve institutional needs and a growing body of stakeholders? These are just some of the questions driving the development of campus master planning exercises that will support and enhance emerging programs that serve our students and our mission.

Designing for long-term financial sustainability

King’s Academy’s commitment to enrolling students from all backgrounds is unparalleled in the region. And this diversity is a large part of what drives excellence in our classrooms and on our playing fields. In diverse classrooms, students encounter new perspectives and discover new ways of

seeing. When students from different countries, different social groups, and different traditions and value systems come together, they learn that what makes us different makes us stronger. And in a community defined by difference, students develop stronger skills in listening, critical thinking, collaboration, communication, and creativity. However, supporting, recruiting, and building a robust learning environment for a diverse student body requires significant investment. Further, amidst global economic conditions that put independent education models under stress, schools with a long view are rethinking financial sustainability models that lead to long-term health. In this context, we are examining not only what models will best serve the school in the next five years, but what financial sustainability models will serve the next 100 years.

Scaling impact in the country, region, and world King’s Academy has always been more than just a school. In addition to being a model of what can be, it has been a driving force for change. It has built bridges between our students and students around the world through courses in Global Online Academy, between our teachers and teachers around the country through the Queen Rania Foundation’s Teacher Skills Forum, and between our school leaders and other education leaders around the world through professional networks. We have an obligation, based on our position in the Kingdom and the world, to serve a larger community than our own. How might we further scale our impact in service of our mission to “drive change towards a shared future of peace and opportunity”? How can we be a school not only for the 600 students fortunate enough to attend, but also a school for the country, for the region, and for the world?

At the heart of all of our priorities at King’s is our unceasing focus on the student experience: academic rigor, personal growth, and building bridges across difference. Our mission — His Majesty’s vision — compels us to develop and empower young leaders,

and we do this through maintaining high standards of excellence and through cherishing one another in a community of students and teachers committed to respect, a love of learning, responsibility, leading integrated lives, and practicing global citizenship. Your input — as students,

parents, alumni, employees, and the larger King’s Academy community — has already begun shaping priorities through our recent community survey. I look forward to further working with you as King’s Academy charts a future for not only the next fifteen years, but also for the next century and beyond.

CALUMNUS ESTABLISHES ARABIC CREATIVE COMPETITION

BY SUHAYB AL-JAWHARI ’11

onsistency was key. Since graduating, Ali Shajrawi ’11 has been continuously giving back to the school. It didn’t matter to him what amount he donated, what mattered was making sure that he donated in a way that communicated both to himself and to the school that he was always thinking about them.

Ahmed

judging committee. The winners of this competition, which is open to grades 7-12 and for all levels of Arabic, also win a financial prize funded by Shajrawi’s donation.

and

Shajrawi was among the top students in Arabic class for all three years he attended King’s. He presented a powerful Arabic declamation in its first ever edition, and was selected to become the Arabic commencement speaker for his class.

In 2021, 10 years after Shajrawi graduated, one of his favorite teachers at King’s Academy, Atef Abu Sarris, passed away. In his honor, Shajrawi helped create and sponsor the school’s first Creative Arabic Competition.

In this competition, students can create and express in Arabic in a myriad of ways, including through poetry, short stories or short films. The submissions would then be judged by a student committee, the Arabic teachers at King’s Academy, and an external

Shajrawi, whose gift is one of the largest ever made by a King’s Academy alumnus, wants to incentivize students to create and express in Arabic. “I hope the students find [the competition] fun and continue to explore new ways to enjoy the language,” he says. “That’s how I remember learning Arabic in Ustaz Atef’s class, fun!"

A student committee from all Upper School grades was formed to help promote the competition and to later evaluate the submitted literary works. “I’m very excited to read people’s writings because I think each person will provide their own touch, personality, and feelings to their pieces,” says committee member Jwana Tabbara ’24. Another committee member, Maria Jarun ’25, says, “I think that the short films will be exciting because students are able to express more closely what they are feeling through the medium. It’s a great way to support Arabic at the school.”

Jafar Wahbeh

This competition comes at a time of growth for the Arabic program at King’s. What started with a few proficiency-based classes in 2007 has now, 15 years later, expanded to include the study of film-based novels, historical fiction, translation, poetry, non-fiction, creative writing, and women in literature.

Performance of Jahili Poet Amro Bin Kulthoum’s Muallaqa.

In addition to widely expanded course offerings and levels of Arabic, the Arabic program has grown in other ways, explains Head of CRLA – Arabic Mohammad Al-Ashkar. “We invite Arabic experts to visit our classrooms, we participate in local and international literary competitions, and we have students regularly getting their work published in various daily newspapers.”

As for the competition, Al-Ashkar says it shows the synergy of ideas between the students and teachers inside the walls of King's Academy, and King's alumni. “Many of our alumni still have King's on their mind and are always searching for ways to support this school, which brings much optimism for the future."

Naser Alzuheir ’23: Begging in the Streets of Jordan.

Dana Hammouri ’23: The Story of a Human's Struggle with Time.

Jude Mustafa ’24: Socio-Political Reality in Syria and Tunisia.

Rajaie Asbah ’23: Love of Homeland, Love of Family, and the Love of Youth.

Aya

’25: Struggles of Girls

Women in Arab Society through her short story, The Fingertips of Life

’26:

ALUMNI FOR JUSTICE IN PALESTINE

Realizing that many fellow alumni were as passionate as he was about supporting Palestinian rights, Darío Pomar ’19 reached out to them to reflect on their university activism and its roots at King’s Academy.

BY DARIO POMAR

When I asked Sama Zoubi ’19 how she persists with her Palestinian activism, she told me that she felt an innate need to persist and that there was no option not to persist. She went on to say that this conviction encourages her to persevere and fuels her desire to collaborate and connect with other activists and organizations in her community and beyond: “We all share the same struggle for liberation which drives us to one another,” she said.

I believe it is this same sentiment that led me to reach out to Sama and other King’s alumni in the first place. It was revelatory to realize how many of my close friends were either presidents of their universities’ Justice for Palestine societies (like me) or were somehow highly involved in Palestinian activism. This excitement was bolstered by the further realization that we did not just have Palestinian activism in common, but also King’s Academy.

Intrigued by this interconnected network of dedicated activists that I found myself proud to be a part of, I decided to interview six friends and formalize some of the conversations that have often come up casually when we call or see each other. I had many questions: is it just coincidental that so many King’s Academy students are vocal advocates for an apartheid-free and liberated Palestine? Can King’s be partly thanked for our dedication to leading the global youth movement for Palestine? How does our collective love of Palestine and our desire to liberate its people express itself differently in each one of us?

A call with Anais Amer ’18 seemed like the perfect place to start. A senior at Wellesley College, Anais came to King’s in her sophomore year as an Arabic Year student, in search of a “safe space” to contrast the alienating anti-Palestinian atmosphere that permeated her previous school. As Anais reminisced about her years at King’s, it became clear that she had indeed found this safe space. She explained how King’s had given her the gift of actually being able to communicate

in her mother tongue. With this link re-established, Anais fell back in love with everything that emboldened her identity, and started to see an overlap between her love of Arabic and her love for Palestine. At Wellesley, Anais is president of the Students for Justice in Palestine (SJP) society that she established in her freshman year. She is also a community organizer on her campus and around Boston, and has established a large following on social media as @BintFalisteen. Anais explained to me how her now strong

’19

Anais Amer ’18

command of Arabic allows her to engage with those on the with a spiritual connection to her Palestinian identity. All this

don’t speak much English, that’s where I come in,” she said.

command of Arabic allows her to engage with those on the ground in Palestine and how it finally means she can listen to and understand her grandmother’s stories, imbuing her with a spiritual connection to her Palestinian identity. All this feeds into her day-to-day activism. “For example, when a family from Gaza is permitted entry into Boston, and they don’t speak much English, that’s where I come in,” she said. “I really like being a source of comfort for them.”

doxxing against her in September 2020 after her involvement in Black does of statements you make, but that’s all part of [Zionist] mental

more unapologetically Palestinian and anti-Zionist.”

I asked Anais about her digital footprint, and whether she regrets her social media presence as an activist in light of the Zionist doxxing and harassment campaign that was launched against her in September 2020 after her involvement in Black Lives Matter protests. This doxxing is particularly evidenced by her inclusion on the Canary Mission blacklist alongside dozens of other Palestinian activists, students and academics alike. In response, Anais said, “It’s tough because it does affect you, it makes you question your actions and the validity of statements you make, but that’s all part of [Zionist] mental manipulation – they want us to second-guess ourselves. So, no, I don’t regret it. If anything, it pushed me to be even more unapologetically Palestinian and anti-Zionist.”

I looked to Maya Abu Ali ’18 for her insight on countering Zionist attacks, since I had recently read her article for the McGill Tribune on how doxxing on her campus was facilitated by her university. Maya explained to me her attitude towards writing about these issues.

“It is always difficult to encapsulate such a multifaceted struggle on two pages,” she said. “You want to speak about the intergenerational aspect and delineate a century of oppression, but you also want to include your family’s experience throughout the generations and do your parents and grandparents justice while conveying these issues as a member of the new generation.”

about the intergenerational aspect and delineate a century

Even so, by just reporting on this topic, Maya received spiteful online vitriol from Zionists. We commented on the irony of writing about harassment only to become the victim of the same. As managing editor of the McGill Tribune and a frequent contributor to the Middle East Monitor, Maya knew of this risk. “It puts you in a compromising position where you are aware that falsehoods are going to be written about you, but you have to put that aside and think about the people you are trying to represent because what they’re going through is a hundred times worse than whatever I’ll face as a result of telling their stories.”

spiteful online vitriol from Zionists. We commented on the McGill a primary form of activism, she spoke of an instinctual of obfuscated narrative that persistently excludes their voices. Maya views her proclivity towards journalistic expression as

When I asked Maya why she had adopted writing as a primary form of activism, she spoke of an instinctual need shared by Arab women to tell their side of an oftenobfuscated narrative that persistently excludes their voices. Maya views her proclivity towards journalistic expression as an extension of the natural duty she has to tell the Palestinian story. She believes that the written word emboldens other activists, “The pen is mightier than the sword,” she said. “These are the things that inspire revolutions. In an age of such polarization, this is really important.” Maya also told me that she finds it meaningful to write in support of other communities and consequently emphasize the intersectionality of decolonial and anti-racist struggles occurring concurrently across the world.

activists, “The pen is mightier than the sword,” she said. that

On reflection, I wholeheartedly echo this sentiment; genuine intersectional solidarity and cooperation is vital when seeking a truly global movement in support of Palestine. Of course, the complexities arise when non-Palestinians run the risk of taking too much space in what should be a Palestinian-centered endeavor. How can non-Palestinians achieve a balance? I spoke to Hannah Szeto ’20 knowing she would have valuable insights on these questions.

When Hannah joined King’s as an Arabic Year student in 2017, she had had little prior exposure to the Palestinian plight. During an earlier visit to Jerusalem with her family, she remembered noticing how, at the border, she and her family were given preferential treatment as non-Arabs. She also distinctly remembered seeing the apartheid wall for the first time. These moments were only really contextualized at King’s, where, on her first day, she had a conversation with a Palestinian classmate who had never been to Palestine and who, in response to Hannah’s innocent queries, explained that she simply would never be able to. This sobering interaction proved to be a formative moment in Hannah’s journey into activism, as she realized she had a responsibility to educate herself on Palestine.

Hannah’s resolve to learn about Palestine was supported by friends around her (myself included) and facilitated by some of her teachers. In particular, Hannah referenced Dr. Ethan Jerome’s AP Human Geography class as her “political awakening” and as instrumental to her understanding of institutional practices of oppression. “I am trying less to find one solid answer to Palestine and I’m not looking for that one universal truth anymore,” she said. “Instead, I’m

Hannah Szeto ’20

learning to ground things in materiality and not just think about Palestine as this theoretical issue of national sovereignty, but rather as something you can tangibly point to — it’s about people’s lived experiences, their lives, their deaths.”

Having started and now leading the Justice for Palestine Society at her university, the London School of Economics, Hannah knows more than ever the importance of translating theory into action. “Concepts of justice and liberation are not just concepts,” she said. “There are very material ways in which justice is applied and denied, and there are material ways in which liberation can happen.” Hannah believes that the Boycott, Divestment, and Sanctions (BDS) movement is fundamental to achieving liberation for the Palestinian people and her society is directly targeting her university’s ties to companies complicit in Israeli apartheid and ethnic cleansing.

When I asked her about being president of her society, Hannah proved to be very cognizant of the role she plays as a non-Palestinian activist involved in Palestinian activism. “My experiences are going to be infinitely different from someone whose family was exiled from their home and [who experiences] the generational trauma of being Palestinian,” she said.

However, Hannah stressed the importance of nonPalestinians being present in the decolonial movement and of solidarity between oppressed groups because successful revolutions must have an international dimension. So, with this sense of urgency, Hannah took it upon herself to start the society that she wanted to be a part of. She described to me how taking part in activism energizes her and how she takes a lot of pride in the successful protest she organized against an on-campus event that the Israeli Ambassador to the United Kingdom had taken part in.

of our lives as we grow older and move further away from King’s, there are still actionable moments of clarity in which we can identify and celebrate our passion for the causes we care most about.

Israel’s May 2021 attack on Gaza and its escalated efforts to ethnically cleanse the Jerusalem neighborhoods of Sheikh Jarrah and Silwan proved to be a moment of clarity that many of us shared. As thousands of protestors took to the streets across the world, my sense of helplessness was tempered only by the inexplicable and immaterial connection I felt to all my fellow Palestinians across the world. Knowing that Salma had single-handedly organized a protest in York, I wanted to know how those few weeks had changed her outlook on activism. Salma told me how angry she had felt seeing so few people show their solidarity meaningfully, but after having countless conversations with friends across the world, she came to the conclusion that while it was difficult to catalyze monumental change overnight, there was value in the little changes we can make in our communities, as long as they are occurring everywhere and all the time.

Encouraged by her friends and fueled by her frustration, Salma decided on the spur of the moment to plan her protest. “It was one of the most monumental moments of my life,” she said. “About 350 people showed up, and I had been the one to make it happen.” At the protest, she gave a speech she had written. Salma knows that this form of expression — the speeches, the rallies, the conversations and the check-ins with friends — is how she can best express the overwhelming emotions that arise naturally for Palestinian activists. “I don’t think I’ve ever been so open to a bunch of strangers

Like Hannah, Sama Zoubi ’19 and Salma Jouaneh ’19 are also presidents of their own Justice for Palestine societies at the University of Bristol and the University of York respectively. As two Jordanian women with Palestinian roots, Sama and Salma’s roles are complicated by a heightened sense of responsibility and the intensified dangers that Palestinian activists face.

On Sama’s campus, brutal opposition to anti-Zionist Palestinian activism was exacerbated by Zionist smear campaigns. Rather than getting caught up in the noise that Zionists create and that Palestinians often feel the need to respond to, Sama has made calculated and strategic decisions that prioritize the safety of members and the society’s long-term goals of achieving BDS – not every fight is worth fighting, especially when said fights are meant to distract activists from their activism.

Palestinians being present in the decolonial movement and minority. She told me that while she had changed a lot since

Sama contrasted this alienating environment to that of King’s. She spoke of the sense of authority and safety she felt at King’s being part of the majority and being surrounded by people who generally share the same values. At university, she was no longer protected by this majority, but instead made to feel like a forgotten – or even worse, a targeted –minority. She told me that while she had changed a lot since being at King’s, a lot of the enthusiasm and the resilience she learnt at King’s has remained integral to her activism. We agreed that even within the increasingly chaotic complexity

agreed that even within the increasingly chaotic complexity

Salma Jouaneh ’19

in my life… [but] the protest wasn’t just for me to express my anger — we were on the news, the university engaged with us, and we raised a £1000 in medical aid for Gaza.”

Around this time, Sayf Abdeen ’19, who is in his final year at University College London, also watched as global solidarity with Palestinians began growing exponentially. His social media account soon reached almost a quarter million followers.

Speaking about his account, Sayf said: “It’s about being part of the shift of normalizing pro-Palestinianism, helping it go mainstream, making [previously inaccessible] information, discussions, terms and discourse go mainstream, as well as shifting the discourse: let’s stop talking about whether antiZionism is anti-semitism, let’s talk about how Zionism is racism, and how we can end Zionism and unlearn it.”

Despite the success of the account, Sayf stressed the importance of not depending on social media as the only or primary tool for activism. “Social media is a very important tool,” he said. “Other sources of information on Palestine are often inaccurate or share false information. We need to create an alternate media and have it be Palestinian-led. Simultaneously social media has limitations — it alone will not free Palestine. People underestimate the importance of gathering in person to make physical impacts in the world.” Sayf himself is highly involved with on-campus activism. He helped launch a campaign against the anti-Palestinian IHRA definition of anti-semitism and organized Palestine 101 sessions to educate students with little previous knowledge of the issue.

I identified a trend in Sayf’s approach towards activism: an activist must, at the very least, be acquainted with — if not well-educated on — Palestinian history. Most notably, Sayf wants his account to be a resource for young Palestinians who do not otherwise have access to a curriculum on Palestine, to empower them when they find themselves in hostile environments. My mind went immediately to Dr. Ethan Jerome’s new course on Palestine, which my class, the class of 2019, had the misfortune of missing out on.

I asked Sayf what courses at King’s had helped him become the activist he is today, and he mentioned Mr. Ghassan Gammoh ’10’s Modern Jordanian History course, but we lamented the fact that it no longer exists since Mr. Ghassan left King’s. (I have — since writing this article — been told that Modern Jordanian History will happily be offered again in 2022-2023.) On this note, we both agreed that King’s needs to institutionalize certain curriculums — the existence of Dr. Ethan’s course on Palestine, for example, cannot only be dependent on his continued presence at the school. As Sayf put it, “King’s does not exist within a bubble or a vacuum — it exists as an educational institution within the context of the Middle East, where Palestine is one of the most pressing causes. It has a role, insofar as its identity allows, to play a role in that, whether it’s through a mandated course on Palestine or not.”

King’s has often said it wants us to be the leaders of tomorrow, and here we are, leading the Palestinian youth movement, today, tomorrow and forever. Equally, while we

all agreed King’s could have done more, it is still clear that out of King’s emerged an assortment of soon-to-be activists, all of whom share the same goal: the estranged Arab reunited with her homeland; the journalist willing to face any backlash just to give her people a voice; the ally who wants to walk alongside her Palestinian friends in a liberated land; the defiant and resilient leader; the impassioned woman demanding change loudly and clearly; the activist challenging misleading misinformation. As for me, I would say I am the Palestinian who is proud to know, be friends with and fight for liberation alongside all these passionate individuals.

Darío Pomar ’19

BODIES BEYOND BORDERS

For Zein Qussus '14 art is a universal language

BY AVISELLE DIAZ ’15

An architect by training, Zein Qussus '14 found her artistic voice during her time at King’s. The encouragement of her teachers opened the doors for artistic exploration and her experiences living and learning with students from around the world influenced the central theme of her art today — global citizenship. One of five Guiding Principles at King’s Academy, global citizenship became more than just a value but a lived reality for Qussus.

Over the last seven years, Qussus has moved across continents: from Jordan to Canada and most recently to Italy. Each move forced her to reconsider a certainty often taken for granted — the meaning of home.

“Jordan is a home, but I've also made many homes along the way… being a global citizen is understanding that earth is your home.”

Learning to inhabit a world fractured by arbitrary divisions and political decisions inspired Qussus’ first solo exhibition, Bodies Beyond Borders. The exhibition was, in her own words, a visual love letter to all the places that shaped her and an exploration of her journey as an Arab female who belongs neither to the East nor to the West. Some places invited her to experience them intimately, such as Montreal, while others, like Jerusalem, she could only explore virtually due to political restrictions.

Visitors to the exhibition experienced Qussus’ artistic and personal evolution via a 25-minute video compilation of her digital art and photography. The artwork laid bare Qussus’ literal and metaphorical insides. Images of x-rays, her silhouette outlined in chalk on brick walls and a video of Qussus tracing her body on cardboard displayed her physical body in all its forms as it inhabited different locations. Colored contour lines that resembled topography maps, she explains, illustrated the emotions elicited by each city she visited — whether physically or virtually.

Held last November at Casa Clizia, a community art space on the outskirts of Milan, the exhibition was attended mostly by locals, many of whom had never met someone from Jordan, much less traveled to the Middle East. Reflecting on how visitors could relate to the experiences of a person they had never met and places they had never been to, Qussus says “there is an essence that we all share with each other. That’s what I'm looking for, to connect with humans on that level.”

According to Qussus, language, borders and identity may change but the power of art lies in its ability to

transcend these limitations. Unlike traditional languages, which not everyone can understand, “art is a universal language…a vehicle of expression that allows us all to communicate,” she concludes.

RETHINKING HOW WE TEACH ARABIC

Arabic language spokesperson Sakher Dudin addresses King’s students about his passion for his native language.

BY MUNA AL-ALUL

As a former senator and minister of state for media affairs, and currently the government spokesperson on Arabic language, His Excellency Sakher Dudin knows better than most about the art — and challenges — of public speaking.

“One of my biggest challenges has been mastering the most effective techniques to engage an audience — the general public,” said Dudin during a November visit to King’s Academy where he was invited to speak to the student body. “But I must confess that addressing such a promising group of young people, just like you, is much harder,” he admitted.

Dudin’s talk at King’s Academy was part of an ongoing series of discussions, organized by the school’s Department of Communication, Rhetoric and the Literary Arts (CRLA) – Arabic, with an incredible lineup of guest speakers about a range of issues relevant to topics that students are studying in various Arabic classes. Journalists, artists, entrepreneurs, actors, comedians, political commentators, human rights activists and other experts have all been invited to share their expertise with King’s students.

To that end, King’s Academy invited Dudin to talk to students about his experience as a former public servant and his role as a founding member of the Arabic Language Preservation Society.

Dudin’s passion for his native language — although he is equally eloquent in English and French — was clear during the talk. Speaking to students about the uniqueness of the Arabic language (using both Arabic and English so that non-Arabic speaking members of the community could also understand), he shared his appreciation of its nuances and explained how the language is intertwined with Arab culture and identity. He spoke about the importance of mastering Arabic in order to effectively communicate and engage with an audience, quoted famous Arab literary figures, and demonstrated his own mastery of the subtleties of language.

Dudin explained how through the study of both ancient and contemporary

Arab authors we can “operationalize rich traditions of knowledge and equip learners to be more knowledgeable, rational, tolerant and open-minded.”

Recommending that students habitually read, watch and listen to the works of contemporary Arab writers and artists, Dudin said that regular exposure to skilled linguists will naturally enhance students’ knowledge, mastery and understanding of Arabic language and grammar, as well as of Arab culture.

Illustrating the organic relationship between knowledge, language, culture and communication, Dudin referred to “floreat scientia,” the King’s motto that means, in Latin, “let knowledge flourish.”

“The way Arabic language is taught in most academic institutions restricts its huge potential as a marvelous tool for receiving and producing knowledge and as a cultural frame of reference,” Dudin said.

I believe that the learning of Arabic needs an urgent rethink that allows students the ability to unlock, appreciate, and even question the Arab culture.

Dudin also offered tips on the art of debate and public speaking. He shared with students some of the challenges that face officials, particularly in public government communication. These include a regression in Arabic language use, social media’s propensity to thrive on negative content, having to reduce the amount of information to short sound bites, consequently not having room to establish background and context, and decontextualization, where any sentence can be taken out of context and disseminated.

“These challenges put huge pressure on government and public commentators, and often carry the risk of forcing them to be over safe and politically correct,” explained Dudin, “which can result in diluting a political discourse and emptying it of any real informative value, simply making it rhetorical, which doesn’t help in shaping or progressing a conversation anywhere.”

“The way Arabic language has been taught at schools and universities for the past 60 years has focused on mastering grammar and syntax for formulating an expression, rather than informing what that expression should be all about,” Dudin explained. By doing this, he added, “we lose a golden opportunity to teach successive generations about the relevance of Arabic poetry, philosophy, logic, law, debate, art, beauty, cinema, politics, geography and history.”

According to Dudin, a balance between the study of language construction, language evolution and the exploration of the power of language can have more value and relevance to students.

“I believe that the learning of Arabic needs an urgent rethink that allows students the ability to unlock, appreciate, and even question the Arab culture,” said Dudin. “This approach would positively impact the way we communicate and interact together, including in the context of political communication.”

Designing and implementing interventions needed to serve that goal is the area of educators, according to Dudin. “I genuinely believe that King’s Academy is already pioneering this style of teaching the Arabic language,” he noted. “This teaching approach should be encouraged, expanded, and popularized here and beyond. And you can all contribute to that.”

“The real work starts here and now in classrooms, and I encourage the student community to ask daily questions about our past, present and future — and the Arabic language will be a helpful tool to unlock that.”

As a school that boasts a student body from over 40 countries, King’s Academy knows that recognizing and celebrating those countries is an important part of making international students feel at home. One such celebration in particular has become a well-established and much-loved tradition on campus.

For the past 10 years, the Lunar New Year celebrations have been a source of excitement for boarding students, and a chance for Chinese and Korean students, who make up a large portion of the international students at King’s, to share their culture and cuisine with the rest of the community.

What started a decade ago as a trip to one of Amman’s Chinese restaurants with a small cohort of students has blossomed into a whole weekend dedicated to the event, with students cooking homemade dishes in faculty apartments, teams of students making hundreds of dumplings in the dining hall, colorful dance and music performances, and lanterns carrying wishes for the new year lighting up the sky.

The Lunar New Year celebration back in 2014

CHATTING WITH THE CHAIRMAN

BY VERA AZAR

In July 2021, King’s Academy announced the appointment of Ali Kolaghassi as the new chairman of the Board of Trustees. Kolaghassi succeeded HE Bassem Al-Salem. A member of the Board of Trustees since 2015, Kolaghassi is father to two children who attended the Middle School and the Upper School at King’s.

Kolaghassi has had an illustrious career with over 29 years of leadership and management experience in corporate business development with a focus on construction, real estate development, asset management, investments, banking and telecommunication at an international level. He is the founder, president and chairman of Kolaghassi Capital Ltd., a private equity management firm operating in the Dubai International

Financial Center (DIFC) with offices in Dubai and Washington, D.C.

The recipient of many awards and accolades over the years, Kolaghassi was named multiple times by Dubaibased Arabian Business Magazine as one of the “100 most influential Arabs.”

Beyond King’s Editor Vera Azar spoke with Kolaghassi about the role of the board and the future of King’s.

VA: You’ve served on the Board of Trustees since 2015. How has the board evolved over these years?

AK: I’ve never chaired something academic, and it’s a real privilege to be appointed to this position. Over the past year, we’ve had new members join the board, bringing with them more talent and diversity, and we’ve added more specialized committees the aim of which is to facilitate the mission of

King’s. We now have committees on finance and facilities, audit and risk assessment, admissions and financial aid, advancement and capital campaign, compensation, and governance and nomination. And we have an endowment subcommittee and a crisis task force. On another note, we have also established an honorary board, which gives recognition to people who have really served King’s over the years and who can serve as mentors to the rest of us.

This summer we say goodbye to our longest serving board member, Peter Weinberg. Peter believed in the school when it was still pure vision, and he has been one of its staunchest supporters. I can’t begin to thank him enough for his support both on a personal level and as one of the school’s most generous and committed donors.

VA: What board size and type of individuals are necessary for a board to be effective?

AK: Board size is important — around 18 is a good size for a school board so that all the gaps can be filled by the various committees. Gender balance and mixed expertise are also important to cover all committee tasks and requirements. We’ve gotten to a point where we have it all covered. I want people to recognize that we have an engaged board, consisting of volunteers, of people who are passionate about the mission of King’s and who believe in creating opportunities for the younger generation to receive a better education.

VA: As the father of an alumnus and as a board member you’ve had the chance to see King’s from different perspectives. Tell us about that.

AK: As a proud father of a King’s alumnus, who was a boarder, I saw the positive impact of King’s on my son. I saw how he matured, how his academic performance improved, how he was engaged, how well prepared he was to go to college. I also hear about the impact from other proud parents, and I think the confirmation comes when you look at our graduating classes and where they get accepted at university.

Of course, we need to keep improving. We need to be the employer of choice, and to keep recruiting top notch teachers, because having such teachers means we can continue to provide the best academic program. We also need to continue focusing on improving the campus and facilities. We have to upgrade the infrastructure, the labs, the dorms. We need to improve our sports program, and to reengage sports-wise with other schools in the country and the region. We also want our students to be more engaged with social initiatives in the country.

VA: Why is a robust endowment necessary for King’s?

AK: The purpose of an endowment fund is for it to grow and to establish a base for the longevity of the school, as income that’s generated from the endowment fund will create a constant stream to offer financial aid. For example, a US $100 million fund with an average

income of 5% will generate a secured 5 million in annual income to be offered in financial aid. Our fundraising mission is of the utmost importance, because it allows us to create more opportunities for students via financial aid. That’s why we’re focusing a lot on our endowment campaign, to raise money on a local, regional and international level. Programs have been created to cater to all donor requests, in the sense that donors can specify the criteria they want for the recipient of their financial aid. It can all be customized to meet the donor’s requirements.

VA: You yourself have established a merit and need-based student scholarship for a King’s student who matriculates at George Washington University, your own alma mater. You’ve said “we would consider it a crime for someone to have the opportunity to graduate from King’s and not be able to continue to the next phase of education.” Can you elaborate on that?

AK: With the help of the University Counseling Office, some students secure funds for university study, but there isn’t enough funding for everyone, so I believe that part of our mission should be to ensure that those who don’t receive aid are also given a chance to continue their education. It’s unfair for them to work their way through King’s and because of lack of financial means to not be able to pursue their higher education. That’s why I encourage the community to take that into consideration. We’re not fundraising to send people to universities. But one way to address this situation is for donors who sponsor a student at King’s to consider continuing to support that student after they have graduated from King’s and have matriculated at university.

VA: King’s has embarked on a strategic planning process. What is the aim of this process?

AK: The strategic plan will be the blueprint for the school moving forward. In the early days, the focus was on the name, the brand, the association with His Majesty King Abdullah II. The next phase continued to meet the

mission, but the specific focus was on teaching and learning. Today, we are a highly recognized school academically, with graduates at top tier universities, and with students coming in from all over the globe. We have to perfect that system so that we can meet the expectations of parents and students. When you reach this level of maturity, the challenges become bigger, because people expect more and more, and you have to make sure that you are delivering. Are we where we want to be? No, not yet. We have achieved a lot and are proud of our achievements, but there’s a lot more to do. The challenges will always continue. Just like we had the COVID-19 challenge these past couple of years, we’ll have others. As a committed board, we’ll look at each situation as it comes up and we will always keep the students as our number one priority. It is they who make King’s what it is.

VA: In one of our strategic planning working groups, we are looking at the school’s identity. How do you see the identity of King’s?

AK: King’s is a unique concept in education. We’re not an American school that’s in Jordan, and we’re not a boarding school operating in Jordan. We’ve created a completely different formula, taking the best of all systems and putting it here. We are the first not-for-profit, private boarding school in Jordan and in the region. We wanted to blend our local culture with international cultures, so we have a balanced educational staff, both local Jordanians and Americans with expertise in boarding. We brought in a board that is balanced, with members who are Jordanian, regional, American and Asian. This gave us the opportunity to send out the message that even though the school is in Jordan we’re receiving paying students globally and we’re offering financial aid on a global level as well. Our donors are also both local and international. We put all these elements together and created a new identity. And we’re sending out the message that this small kingdom is bringing in students from all over, respecting their differences. In the end, that’s what Jordan is all about.

King’s Actresses Hit the Big Time with Netflix’ Al Rawabi School for Girls

BY MUNA AL-ALUL

It’s not often you see Jordanian actors and directors hit the big time, internationally, in the entertainment world, let alone female Jordanian actors and directors. So, when not one but three female performing artists from King’s Academy — two alumna and one faculty member — were featured as part of an almost all female cast and crew in Al Rawabi School for Girls, the hit 2021 Jordanian series on Netflix, it sent shockwaves of excitement across Jordan — and King’s!

The six-episode drama miniseries, which is only the second original Jordanian show to be picked up by Netflix, is streamed in 190 countries and has been translated from the original Arabic into 32 languages. In the show “the bullied outcasts at Al Rawabi School for Girls plot a series of risky takedowns to get back at their tormentors,” according to Netflix.

As such, the series touches on issues including bullying, violence against women, and social stigmas surrounding mental health. The series also touches on issues often perceived as problematic in Arab society, such as prevailing patriarchal culture and honor crimes.

As part of an ongoing wider discussion at school about some of these issues — particularly bullying and mental health — the school’s counseling office organized a panel discussion in the Abdul Majeed Shoman Auditorium with Rawabi director and writer Tima Shomali, co-writer Shirin Kamal, and actresses Noor Taher and – King’s very own – Yara Mustafa ’20.

Leading the discussion alongside school counselors Mays Ghaith and Qais Rahhal was King’s performing arts teacher Jana Zeineddine who was also a cast member in Al Rawabi School for Girls. Hayat Abu Samra ’10, who is

president of the King’s Academy Alumni Association (KAAA), also acted in the series.

According to Shomali, she had always wanted to create a story with women, about women, through the eyes of women. Al Rawabi School for Girls, with its mostly female cast and plotline about teenage Arab girls at an all-girls school, fulfilled that goal. The stories told through the series, says Shomali, were the result of years of thinking about the stories she wanted to tell.

in the field, about the writing process, production challenges — particularly

Students had the opportunity to ask the creators and cast members a variety of questions, such as advice for those looking to pursue a career in the field, about the writing process, production challenges — particularly filming during the pandemic, actresses’ best and worst experiences, inspiration for the plotline and series’ name, and how they responded to negative commentary about the show.

Yara Mustafa ’20 (left) on set and in character as “Dina”

According to Shomali and Kamal, the series assisted in creating a conversation about issues such as bullying, sexual harassment and honor crimes, which need to be talked about more openly by Jordanian and Arab society.

“Many women have reached out to me to tell me that this is a show they can finally relate to,” says Shomali. “If it hadn’t created a conversation, I think we would’ve failed. The number of women, and men, who started talking openly about their experiences with bullying, sexual harassment and other issues, saw that they are not alone. That is why we do what we do.”

“I’m glad this show broke the barrier of having these conversations, and hope that we reach a point where art can play a role in influencing policy.”

Offering some sage advice to King’s students interested in pursuing a career in the entertainment world, whether as an actor, writer, director or producer, Shomali and Kamal both agreed that this very challenging field is one you really need to have a passion for.

“There are very long hours, you have no social life, it’s hard work,” said Kamal. “It takes time, but the journey is the best part we realized, as long as you believe and care about what you do, you can find a way to make it happen.”

The long-time friends spent around six months working on the script together, a process they explain takes a lot of work, research, brainstorming and rewriting. Describing the writing process as “one of the most nerve wracking but also the most enriching,” Shomali says her favorite part of writing was bringing the characters to life.

takes a lot out of you mentally,” says Shomali. “Writer’s block is definitely a thing! We would have to leave it for a few days, and then suddenly the answer would come to us.”

For Mustafa, who has played many memorable performances treading the boards on the King’s stage, the experience of acting as one of the main characters in Al Rawabi taught her a great deal. “I was cast during my senior year at King’s, then COVID happened, and I had university and graduation — it was crazy balancing all those at once,” she recalls. “I was also the youngest person on set, but I made a new family, new sisters, new friends. We were working long hours every day, but sometimes at King’s I’d be on the stage for hours with Ms. Alison [Trattner] and Mr. Ryuji [Yamaguchi], so that really prepared me.”

internally and ask why I wanted to hide that part of myself, why is it anything to be ashamed of?”

The number of women, and men, who started talking openly about their experiences with bullying, sexual harassment and other issues, saw that they are not alone.

One of the most challenging scenes for Mustafa to act was one in which her character is bullied. “It was difficult to get into character for that scene, but getting out of character was even harder,” she says, recalling a lot of tears afterwards as the emotions worked their way out of her.

Mustafa loved playing the character of Dina, whom she describes as “naïve and extra cute.” That naiveté was a trait that Mustafa realized she had in common with her character, but one that she had always tried to hide from others. “Playing Dina, I had to dig that out and act it for millions to watch, which was hard but so therapeutic in a way. Being in her shoes, I had to look

out and act it for millions to watch, which was hard but so therapeutic in

“For six months we lived their life, we started talking in their voices —– it different sides to their personalities,

For the directors, it was important to them to tackle an issue such as bullying, but also to show that the characters in the show are never completely good or bad, they are the sum of their experiences and have different sides to their personalities, just as all real people do.

inconsequential they think they may be — can actually have a big, very

After asking King’s students which characters or scenes from the series they most related to, Kamal ended the talk by saying that she hoped that the show made people think more consciously about how their words and actions — no matter how small or inconsequential they think they may be — can actually have a big, very negative, effect on someone else.

“I really want people to think about that.”

Hayat Abu Samra ’10 (right) poses with cast mates on set

Jana Zeineddine (third from right) talks to directors and fellow actors of Al Rawabi School for Girls during a visit to King’s

MASTERING MIDDLE SCHOOL

When the Class of 2021 graduated, it marked a milestone in the history of King’s Academy. Among the graduates were members of the inaugural cohort of King’s Academy Middle Schoolers who had joined when the Middle School opened in 2016.

BY MUNA AL-ALUL

Starting with 65 students in grades 7 and 8, the Middle School was established with the aim of providing students with a “longer runway for success” at King’s, and “introducing students to the school’s values earlier,” according to Dr. John Austin, who was head of school at King’s at the time.

Six years after King’s Academy welcomed its first seventh and eighth graders, the school set out to examine whether its revolutionary Middle School was fulfilling its mission.

So, as the school’s first Middle School students began to graduate, the questions the school administration asked itself were: how is our Middle School doing? Is it achieving the goals set out for it? How competitive are our Middle School students when they get to Upper School in comparison to students coming into ninth grade from other schools with more traditional academic programs, and how could the school measure that?

What is unique about the King’s Middle School is that it follows a standards-driven, mastery-based approach to learning and teaching. It offers narrative feedback to students, focusing student learning not on grades, but on the skills, habits and mindsets needed for success.

One way of answering those questions was to conduct a multiyear institutional study focusing on King’s Middle School students’ progress throughout Upper School in comparison to students who entered ninth grade from other schools. Faculty members Mohammad Sarhan and Christopher Hague took on the task of analyzing the metrics.

According to Hague, the research showed that the Middle School’s experiential and competency-based learning is just as effective as more

An advisory group enjoys bonding time during a picnic lunch

proctor, a senior SLC representative, and the head organizer of KAMUN (Model United Nations). He had also launched the first — now annual — King’s Fest charity festival.

“I always wanted to become a leader,” admits Al-Derzi, “King’s is a place with never-ending opportunities, it is the place that made me who I am today.”

standard, stricter test-based programs at other schools. While there was no notable academic difference, King’s Middle School students did demonstrate an interest in and an aptitude for more advanced English courses compared to other students — a positive reflection of the Middle School’s revolutionary way of teaching English based on award-winning educator Nancie Atwell’s Reading and Writing Workshop approach.

Another area that the research studied was leadership — how were King’s Middle Schoolers represented in Upper School leadership positions? The findings showed that in the Class of 2021, King’s Middle Schoolers were highly engaged in the proctor system, representing 21% of proctors, as well as in the honor and disciplinary committees (HC, DC), representing 55% of members. The research also revealed that when King’s Middle Schoolers ran for the Student Leadership Council (SLC) as freshmen, they won 100% of the time.

That sentiment is echoed by Diana Aggad ’26, currently a member of the Middle School Student Leadership Council (MS SLC). “I love being in a leadership role, but back at my old school, even though I was one of the top students in my class, we weren’t given any opportunities. At King’s, every day I feel like we wake up to an email with different opportunities.”

real-world work experience. “I realized how similar it is to the work I did at King’s where I was put in control of situations needing people management, problem solving and communication. These are all leadership skills developed through the opportunities that King’s offers.”

Aggad is excited to join the Upper School next year. “I’m looking forward to boarding and that family community and making new friends. I also want to try every opportunity I can get in the Upper School. One of my goals is to be a freshman SLC representative.”

According to Dean of the Middle School Zina Nasser, the Middle School teaches students to become agents of their own learning, which enhances their leadership skills. Every aspect of Middle School life is geared towards self-directed learning, Nasser says, from Harkness discussions during Humanities class, to learning about the school’s Guiding Principles during advisory activities, to class work involving student-led projects and problem-based approaches, and cooperative learning techniques that teach students to work as a group as well as to take the lead.

That community spirit is clear to see among King’s Middle Schoolers, past and present. Al-Derzi also wanted to make the most of every opportunity, particularly in his senior year. “I was part of so many things, I met and worked with the majority of students and teachers, I bonded with them, I developed interpersonal skills and learned to be efficient and to complete tasks.”

“Looking at freshman year, it is particularly clear that King’s Middle Schoolers are seeking out these opportunities and winning these positions,” says Hague.

This was certainly true for Fanar Al-Derzi ’21, who was one of King’s first cohort of eighth graders and by the time he graduated had been a head

Those skills are coming in handy for Al-Derzi who is studying at the University of Exeter and starting to gain

Additionally, unique Middle School programs such as minimesters, workshops and Engage activities also give students myriad opportunities to step out of their comfort zone, to think more creatively, take intellectual risks, and apply their knowledge in different areas and disciplines.

For Al-Derzi, Middle School is where he believes it all started. “The Middle School has a growth mindset that normalizes setting goals, challenges and developing perseverance,” he says. “Leaders need to be able to deal with failure and rejection. Grading was ‘not there yet’, ‘almost there’ then finally ‘mastery’. The ‘yet’ was everything because it pushed me forward.”

The 2021-2022 Middle School Student Leadership Council

Nasser notes that one of the most important aspects of the Middle School is that it provides a supportive environment conducive to learning.

“Before I moved to the Middle School, I wondered how students would be motivated with no grades,” says Nasser, who was previously head of the Learning Center in the Upper School, “but I saw that they were enjoying learning, they were doing it because they were engaged in what they were doing.”

raise awareness of social issues such as bullying, organized team-building activities including a sports day and scavenger hunt and set up a ‘kindness letter box’ for students to send uplifting letters to each other. “We need to keep working to make this school a better place,” he says.

Faculty member Lana Abu Khader, who oversees the MS SLC, believes that the Middle School helps develop leadership and team building skills in students because faculty members take a backseat and let students take ownership.

With the mastery system, she explains, students hold themselves accountable. The Middle School raises them on reflection and feedback, not grades, and they become more comfortable communicating in class, talking to adults, and interacting with their peers. Listening, self-awareness, confidence and being articulate are all ingredients of leadership and Middle Schoolers learn to develop these skills early. When they move to Upper School, says Nasser, they continue to be active community members. “That is part of leadership, taking an active role in their community and leaving it better than they found it.”

“We don’t spoon feed, the students do all the work,” says Abu Khader, “we just guide them to help them achieve what they want to achieve — and even if you are not in the SLC, your voice is heard. Because we are a smaller community, Middle School teachers can give each student more attention and care. That’s why they have that extra confidence when they go to Upper School.”

Another Middle School opportunity that is developing confidence, leadership skills and community spirit among students is the Student Admissions Ambassador (SAA) program. Student ambassadors work with the Office of Admissions and Financial Aid to meet prospective and newly admitted students and their families, to answer their questions during panel discussions, take them on a school tour, host them for a ‘shadow day,’ and generally be a spokesperson for the Middle School experience.

Middle School SLC representative Hamza Sboul ’27 agrees with that. “As an SLC member, I feel more responsible and reliable, like I can do a lot of important things and come up with new ideas to help us improve as a community.”

This year, Sboul and the MS SLC took the initiative of producing and performing skits at school assembly to

“The program comes from a desire to give Middle School students an opportunity to live out the King’s mission by stepping into a leadership role,” says faculty member and Middle School SAA coordinator George Morganis. “We’re looking for students who are looking to develop those leadership qualities, they don’t have to be the most extroverted kid in the room.”

One of the Middle School’s ambassadors is Marah Mu’men ’27. “I learned to feel comfortable speaking with all eyes in the room on me,” she says. “I became more patient and have more confidence.”

“Growing up I learned that our community shapes us and makes us the people we are,” she adds. “I wanted to do something that would help me repay my community and that would show other people the kindness that was shown to me when I came to King’s.”

Looking at how far the King’s Middle School has come over the past six years, how its students have flourished over the years, the answer to the question “How is our Middle School doing?” is easily answered: it’s doing great.

Comfy chairs in English classrooms encourage more reading

Students work together on interdisciplinary projects during minimesters

TRY OUT YOUR WORDS

The Middle School takes on the challenge of a weekly micro-flash fiction competition

BY MUNA AL-ALUL

Aschool-wide micro-flash fiction competition at King’s Academy has proven particularly popular among Middle School students this year. The weekly competition, which includes a prompt chosen by the previous week’s winner, limits submissions to between 120 and 150 words.

One regular Middle School contributor to the micro-flash fiction competition is Mar Pizarro ’26, who has also won numerous times and subsequently served as prompt writer and judge.

“What I like about the competition is it gives me an opportunity to express myself. And it has helped train me to focus, I can see the effect of the competition when I compare my recent and older writings.”

One of the most challenging aspects of the writing challenge, she says, is keeping to the 150-word limit. “It can be hard, but it teaches you to convey emotions with both complexity and subtlety.”

As the prompt subjects vary a great deal, another challenge Pizarro has learned to embrace is coming up with creative responses. However, her preferred prompts are the “emotional” ones, she says. “You can do whatever you want with them as long as you convey emotion, which can be interesting.”

In one of her favorite winning submissions, Pizarro responds to a prompt that asks writers to ponder the

influence of a particular instrument on a character's life, by creating a “Wikipedia page” that briefly chronicles the life of a female inventor of a fictional musical instrument. In another winning submission, she writes from the perspective of a gust of wind in response to a prompt that asks writers to give her “the deepest darkest corners of your mind brought to life...Write what you feel is the personification of despondence.”

"Stones make rather uncomfortable seats,buttheyareareminderthatnot everythingwasmadewithyouinmind, youmayusethisforawhilebutthis stone exists with no purpose other than simply being. I watch the scene before me,straintoheartheworldasitunfolds aroundme.Iamovertakenbyastrange waveofemotion,Irealizethatjustlikethe stonesmypurposeistosimplybe,Ihave nowayofchangingthattruth.Likeall otherlivingthingsIamtrappedby freedom."

MarPizarro’26

“They are fun to write,” says Pizarro, who takes anywhere from half an hour to a week to work on a submission. “I like the ones where I can toy with the idea. The style of writing was very natural and shifting, like wind.”

Pizarro also enjoys the judging process. “I love analyzing books and writing, so seeing what others are doing with the prompts is really interesting. You can’t write a lot, so what defines it for me is what they manage to do with 150 words, how good their writing is, how original their idea is, how well they twist and work the prompt idea and make it dynamic.”

Dean of the Middle School Zina Nasser believes the competition has provided a platform for student selfexpression, particularly welcome over the past challenging couple of years. “It helped them feel connected to the school even when they were learning online for the entire year.”

English faculty member Christopher Pultz, who has been running the competition since 2019, is gratified that his community

challenge has had an impact. “For those who commit each week to creating a response, it's both a great writing habit and tool for growth.”

Pultz initially came up with the idea of the flash fiction competition after being challenged to consider the importance of prototyping in student learning, and what that might look like in the English classroom.

“I settled on flash fiction as a lowstakes opportunity for students to solve the problem of constructing a narrative in response to a prompt,” says Pultz. “Think of it as a literary makerspace. I give them a space to create. That's all."

Each week, he looks forward to seeing what everyone produces. “That's what's so fun about this competition, seeing how many different directions someone can steer a very simple idea.”

The exercise also highlights the importance of learning by doing, accepting failure and moving forward, Pultz explains.

“Occasionally you might get a win, and that's great, but you have another challenge coming next week, so temper your pride and get ready to find another solution.”

VENTURE CAPITALIST ALUMNUS GIVES BACK TO KING’S IN A BIG WAY

A new scholarship fund, established by Abdallah Abu-Sheikh ’12, promises to set a deserving student on the path to a successful future

BY MUNA AL-ALUL

King’s Academy alumnus Abdallah Abu-Sheikh ’12 reached out to his alma mater this year to establish a scholarship fund named in honor of his late father Mohammad Abu-Sheikh. His gift to King’s was the largest single donation from an alumnus to date.

The Mohammad Abu-Sheikh Scholarship Fund will support the tuition fees of a student who, in addition to financial need, “demonstrates motivation and ability for learning and growing.” In March, a dedication ceremony took place during which the Mohammad Abu-Sheikh Classroom in the Academy Building was named in

recognition of the late Abu-Sheikh’s commitment to nurturing the advancement of Arab youth through education.

Currently settled in the United Arab Emirates with wife Sena Tatari and infant son Mohammad, Abu-Sheikh is chief executive officer of RIZEK, a highly successful localized digital

Abdallah Abu-Sheikh and his son Mohammad in front of the Mohammad Abu-Sheikh Classroom.

marketplace platform launched to meet the lifestyle needs of UAE residents through verified service providers. A venture capitalist and tech investor, Abu-Sheikh is one of the Middle East and North Africa (MENA) region’s top tech entrepreneurs in the areas of sustainability, mobility and digitalization. His latest venture, BARQ, is set to be the MENA region’s first-of-its-kind tech-driven network of electric vehicles built to serve the delivery sector.

Beyond King’s sat down with AbuSheikh to learn why he feels so strongly about giving back to his alma mater.

WHAT PROMPTED YOU TO REACH OUT TO KING’S WITH THIS DONATION?

I had a very good experience here at King’s. In the workplace however, I started to notice people lack a lot of the basic, integral soft skills they need to operate independently from whatever ecosystem they belonged to before they came into the workplace, especially people who are starting out fresh. I feel most educational systems try to hand-hold kids a lot more than they should, to the degree that once they go into the world, they are really shocked when there is no “handbook” or no one to tell them the “rules” and what is right and wrong. But, when you are living at a school like King’s, you are very independent from your family, you are more reliant on yourself, you have to socialize in a certain way, take care of your schoolwork, your duties. I picked all of that up from King’s, so this is where I felt like [my donation] is best placed, within King’s.

THE MOHAMMAD ABU-SHEIKH SCHOLARSHIP FUND HONORS YOUR LATE FATHER. TELL US MORE ABOUT THAT.

I wouldn’t have come to King’s if not for my dad. Initially, I didn’t really want to come, but he insisted. He was a big believer in education, not in the adamant form that people think of, like “you have to get straight As,” but more in the sense of being well-rounded, aware, and that if you are surrounded by people who are trying to do very well, you will probably be influenced

by that. He said that I would have a better future, better odds, I was going to learn and make good friends at King’s. I didn’t really buy it at the time! But I ended up having the time of my life, King’s was great. The friends I made here continue to be some of my closest friends today. So, this is my way of thanking him, I guess.

YOU WANT THE SCHOLARSHIP TO BE AWARDED NOT TO A STUDENT WITH THE HIGHEST GRADES, BUT TO A STUDENT WHO DEMONSTRATES “MOTIVATION AND ABILITY FOR LEARNING AND GROWING.” WHY IS THAT IMPORTANT TO YOU?

I believe the way the education system is built judges people wrong. I was never a high achiever in school. If King’s had judged me only on my grades, I would never have been at King’s! So, this is where I try and extend the thought that grades are one thing, but they don’t judge how critical a thinker you are, your life skills, your emotional intelligence. Grades don’t guarantee you success after school. People who maintain a healthy balance of academic achievement and life usually fare better when they are put in a work environment. Everyone donates towards people who have excellent grades, while I believe there needs to be more people who don’t have excellent grades — so they can employ the ones who do when they graduate! Seriously though, it’s about getting someone who can’t be here to be here. Then it is on them to choose their own path and be their own person.

YOU HAVE LONG BEEN A SUPPORTER OF ARAB YOUTH AND TALENT. WHAT OTHER WAYS DO YOU SUPPORT THEM?

We foster a number of other scholarships in different domains, such as people going to university to study certain majors, then we hire them when they are done. My main work is in venture capitalism, so I invest in tech and in entrepreneurs, who I prefer to be Arabs and people in the region who are solving problems within the region. That’s the 360 of it.

WHAT ADVICE DO YOU HAVE FOR STUDENTS AND ALUMNI INTERESTED IN GETTING INTO YOUR FIELD OF WORK?

I think they should start super early. Especially in my field — I’m in tech, software, Web3 and all of that — you see 12-year-old kids on the internet selling non-fungible tokens (NFTs) for a million dollars apiece, so there is no age limit. If you are still at King’s or just starting out wherever, just try and explore what life could look like afterwards. People are spending a lot of time and effort to graduate from school and university, but once they do, they are not prepared, they don’t know how to mint an NFT, or deal in cryptography, or to read or write code. The educational system will have to shift to cater to that, but I don’t think this will happen as fast as people’s own curiosity will teach them those skills. So, be very curious and really look into things, especially when you are coming into the tech sphere because it is super vast, ever evolving and moving at a speed that is unprecedented. Try to dive as deep as you can to learn as many things as you can, so that by the time you get to college you can say: I want to learn this type of cryptography, or this kind of code, or intern at this type of organization.

YOUR DONATION IS THE LARGEST ONE EVER GIVEN BY A KING’S ALUMNI TO DATE, BUT ANY SUPPORT, NO MATTER HOW SMALL, HAS AN IMPACT. WHY IS IT IMPORTANT FOR ALUMNI TO GIVE BACK TO THEIR SCHOOL?

We need to start looking at things holistically. If you are selfless enough to say that the world my children in 10 years will live in is a product of what I am going to do today, you will invest in that world. You will invest in the people who are going to be their mentors, friends, colleagues and teachers. King’s is a very rare place. You don’t have three “King’s” in the region, you just have this one. The quality of people coming out of here is unprecedented in terms of their skills. There’s a lot of work to do in the world, and there is no one better to trust to do that than the people who graduate from here.

MODES of EXPRESSION

From the overwhelmingly emotional mosaic of musical performances in Theory of Relativity, to the eclectic collection of dances in the fall and spring dance concerts, our students explored and challenged their own capabilities of expression with their body, their voice, their instruments, and their hearts. Following is a collection of photos from the various performances of the year.

FROM LEARNERS TO LEADERS

King’s digital media courses put exploration, design, and production at the forefront of learning

King’s aims to transform students from passive receivers of information to active creators and innovators” says computer science teacher Sanad Haddad. This is especially true when it comes to digital media. As leaders and change-makers, students at King’s Academy are already at the forefront of creating films, music and apps that they are sharing with the world beyond King’s. Many new courses are giving students the boost they need to enter the digital realm on their own terms, using their own skills and voices to shape the global conversation and enter the global market.

Olfat Abdelqader, another faculty member who teaches advanced courses in computer science and programming, notes that the work students are doing gives them “abilities they need to confidently face and handle the digital era and lead in the software development sector.”

Abdelqader also notes that creating digital content gives students a sense of pride in their work, as well as a wider skill set that is applicable in many different disciplines and sectors. “The creation of this content increases students’ problem-solving skills while also enhancing their creativity,” she says. “Students are motivated to learn, and the challenges they confront inspire them to learn more and be more innovative, and the sense of accomplishment they gain from finishing these programs encourages them to pursue more.”

Film Studies students construct a camera obscura – a completely lightproof, blacked-out room, except for a 3 cm aperture in one window. The aperture, even without a lens, projects an image of the outside into the dark room.

the case for Hani Alkarrain ’22, who used his coding skills to create a game app that has been released to the Google Play Store. He then continued to produce even more digital games on his own since his class ended. For Alkarrain, “seeing people play the game I made and have fun while doing so motivated me to become 10 times better and to make games that are more fun.”

Likewise, Oday Fraij ’22 has used the sound production equipment to record his first single, which has been released on all major digital music platforms this year. For Sam Hennessy, who teaches a new course in music

“the most significant accomplishment is witnessing students relax their inhibitions and go out of their comfort zones. So often, students are fearful of being scrutinized, and it takes a lot of courage to show off musical ideas to peers or record vocal ideas in the presence of other students.”

A Conversation with Digital Music Teacher Sam Hennessy

Students

in my own film studies course agree. Talya Karay ’22 says she learned to not be scared of trying difficult things. “As long as we aren’t wasting time, we will have enough time to make mistakes and fix them later on, she says. “This is much better than not making any mistakes because it allows us to be courageous filmmakers and learn from the mistakes.”

Nadine Ismail ’23 discovered the joy of working with others: “I enjoy the amount of teamwork that goes into creating a film, because it means there is four times the amount of creativity. It’s about teamwork and using collaboration to your advantage.”

What digital content production do your students engage in?

The students have engaged in making music using iMacs and Logic Pro X software. The projects are fun, creative and exciting. Students experiment with digital audio workstations to compose original music, remix other songs and apply sound effects while editing. They sequence instrumental beats in the style of their favorite artists, sample video clips, record foley, and design sound for games and animations. During the course, music-making is balanced with exposure to the entrepreneurial endeavors of production and marketing skills such as logo design, promotional artwork, and website design.

scary sound and visuals for the creepy cinema room in the Haunted House. The facility has also benefited particular students, who do not take the course, interested in pursuing careers in the arts. For example, one student used the equipment to record his first single, which will be released on all major music platforms this month.

Why is digital content production important for our students?

Haddad adds that these courses “put exploration, design, and production at the forefront of learning.”

Digital media revenue globally is estimated to have reached well over US $300 billion this year, and four of the top five companies globally (Apple, Microsoft, Alphabet, and Amazon) are digital content producers. Hennessy is confident that King’s students are ready to take advantage of these expanding opportunities. In these courses, he notes, “learners become leaders” –which is one way King’s is matching its mission to the 21st century.

Tony Lilly is the assistant head of school for academic and student affairs and an English teacher in the Department of Communication, Rhetoric and the Literary Arts.

Where do they share their work? Who is their audience?

There are regular assignment submissions on Canvas, which are designed to simulate the industry deadlines of a working producer. Students have also set up Soundcloud accounts to distribute their music online. In addition, they have built artist websites using Google Sites to showcase their work. The course is relatively new, and the students are finding and developing their unique style of writing and producing.

Are there any particularly noteworthy projects you could tell us about?

The Music Production classroom has benefited other areas of the school and enabled high-quality pre-show voiceovers for the fall play and school meetings and the creation of

According to myfuture.com, the employment of broadcast, sound and video technicians is projected to grow 21% from 2020 to 2030. This is much faster than the average for all occupations. The skills to create digital content and be fluent in production techniques are also essential for building and scaling a business. When faced with a world where technology is a crucial component of daily personal and professional lives, students must have a firm grip on the basics and gain a competitive advantage by showing curiosity about the technical innovations emerging before us.

How is digital content production linked to King's mission?

The course aligns with King's mission of guiding learners to become leaders as students are expected to be autonomous and take control of their portfolio work. Furthermore, the vision of King's Academy is to provide an educational experience unlike any available in the region. King's Academy is the first and only school in Jordan to offer and provide music production education to this age group.

Sam Hennessy introduces film students to the sound studio

WITH CAMERA IN HAND

How a friendship and passion for telling stories blossomed after King’s

BY SUHAYB AL-JAWHARI ’11

August 2007. Rob Bahou ’11 and I were in the same scavenger hunt group during the school’s first student orientation. Under the blazing Jordanian sun and with the burning curiosity to find and solve the next clue, we sprinted from one location to the other around campus.

Having a camera was always an excuse to do something out of the ordinary. Drive around Amman and take photos in the empty hills of Khalda? Let’s do it. See how spraying

water into the air looks like on camera? Why not? A James Bond rendering of the conquering of Constantinople filmed in the Health Center? Yalla. A 13-minute parody of the epic film Inception? Of course. With a camera, the humongous playground of King's Academy, and an ample supply of willing friends, we were invincible. We made the most of what this campus had to offer.

August 2011. The sun of our senior year had set. Both of us knew that this might be one of the last times we spend time together before we ventured off to university, he to Amsterdam, and I, to

Washington, D.C. What could we do to honor the end of the best chapter of our lives so far?

It was late at night. As always, Rob, with his camera, and I, with my readiness to do mostly anything, sat in my yellow, beige and maroon living room.

Rob: “Have you ever watched a Mexican soap opera?”

Suhayb: “Yeah, every word is said like it’s the end of the world.”

Rob: “Let’s make one.”

Suhayb: “I’ll look in my closet to see if I have anything we could use.”

I took out two sunglasses and two safety vests from the Amman 10km I’d run during my junior year with Qxhna Titcomb ’11. Neither of us spoke Spanish, but with the power of improvisation, Google Translate, and quick execution, we filmed one line. Each line of the video was thought of, translated, memorized, and filmed every 15 seconds.

The video, aptly named “Safety Guy y Safety Man: Mexican Soap Opera,” garnered so many laughs among friends and family, we made another one the week after. One question still loomed over us: when would we ever do things like this again?

Fast forward from 2011 to 2021. Rob, his business partner Alesi, and I, through The Film Guys, worked together on the infamous Omer the Admissions Guy videos for King’s Academy, shot Jordan’s natural beauty for the Jordan Tourism Board, filmed boarding schools around the United States, and made the virtual graduation for the King’s Academy Class of 2020 across three continents. For our videos, we flew in tiny airplanes across the Shenandoah Valley, and we made students compete to win an unordinary amount of chicken tenders by running up a slip ’n’ slide hill. We filmed Dr. John Austin, now head of school at Deerfield, getting out of a helicopter like a boss.

Most cherished of these experiences was when we used our time at King’s Academy as our inspiration to feed back into a video for Deerfield, the school that King’s was created to emulate. The video touched the hearts of thousands of Deerfield alumni, including His Majesty King Abdullah II. By making a

video for Deerfield and having King’s be our muse, we felt like we had created a full circle for both schools. Oh, and we also both speak Spanish fluently now.

Ten years on, I think we have answered our initial fears with a powerful rebuttal. During the past five years, Rob and I were able to create incredible shared experiences.

Whether it was laying down on a hammock as the tall Virginia trees watched over us, late night hot tubbing between the misty and biting cold air and the howling of the wolves in the distance of the Cuyahoga Valley, or accompanying the Deerfield river in reflecting under the stars, or on The Rock in Deerfield, as we watched the same sunset His Majesty had watched when he was a student more than 40 years earlier, we were

engaging in conversation, sharing our deepest thoughts, exploring the realm of the mind and the heart.

What we found is a way to continue playing around and enjoy implementing our crazy ideas together in our “adult” life. We realized that we were able to play, but with bigger toys, with bigger ambitions, and also make a living out of it. We understood the value of experiencing our friendship outside the walls of King’s Academy and Jordan. We discovered the art of conversation and the beauty of companionship. We found out that this was not only something that could happen, but it’s something that should happen.

As one King’s alumnus speaking to all of you other alumni, I urge you, while you are young, to look for the same.

OFPILLARSKING’S BID ADIEU

BY MUNA AL-ALUL

This year, King’s Academy bids farewell to a number of longtime faculty who have been, without a doubt, pillars of the school. Working tirelessly, selflessly and with passion, they are described by their peers as kind, thoughtful, supportive and generous with their time and more. These pillars of King’s Academy lead by example. They are sought out for their guidance and sage advice and relied upon for their leadership. During their long years at King’s, they have sunk deep roots that, each in their own unique way, have anchored and sustained their students and colleagues, and helped them to flourish. These individuals have contributed to making King’s Academy what it is today.

MAZEN JARRAR

Mazen Jarrar joined King’s Academy in 2007 as head of the Department of Physical and Life Sciences and as the associate dean of faculty. Jarrar has been dean of academic affairs since 2013 and additionally, since 2015, director of summer programs. As one of the school’s first faculty members who has lived on campus with his family and watched not only his own children grow and graduate from King’s, but every student in every graduating class, he is truly part of the foundation and fabric of the school. As well-known as “Abu Zeid” as he is “Ustaz Mazen,” his humor and his funloving spirit — he founded the annual King’s Academy Cardboard Boat Race — are as legendary as his penchant for entertaining physics experimentation including rocket launches, tablecloth tricks and clock tower egg-drops!

Jarrar has always been a visible presence around campus, whether in the Academy Building, the dorms, on the soccer field, or in the Dining Hall. After 15 years at King’s, his history with and knowledge of King’s and the relationships he has built over the years leave very big shoes to fill. Jarrar has been a tremendous support to his students, constantly engaging them in problem-solving, encouraging them to think outside the box and helping them to realize their full potential.

Associate Dean of Academic Affairs

Michael Kussaim knew Jarrar even before he joined King’s. “Mazen is a true leader, an understanding friend, and a compassionate teacher. I have learned to listen, to go beyond the call of duty, and to have fun along the way from him. His capacity to help, advise and care for others have helped me be a better teacher and leader.”

“Mazen has been a great mentor, colleague and a dear friend to me since I joined King’s,” says Mayyada Tawasha, head of the Department of Mathematics and Computational Thinking. “He has always been there to guide and inspire me. Hard work, dedication, commitment and care are some of the attributes he lives by. His work has had a powerful and remarkable impact in shaping the school, and his heart has always been in this institute and its people.”

In one word, Jarrar is “colossal,” says Dima Kayed, associate dean of faculty and head of the Department of Physical and Life Sciences. “He is someone you can always rely on, both professionally and personally. He always tries to bring people together and is the voice of reason and professionalism He is objective and balanced in his interactions with others. He seeks to understand first and then subsequently responds with diplomacy. His calm demeanor, trustworthy nature, self-awareness, interpersonal skills and charisma are just some of the qualities that make Mazen a great leader and individual. How much the community cherishes and respects Mazen is testament to his approachable warm nature, kindness and care for others.”

LILLI AUDEH

Lilli Audeh has an innate ability to connect with people of all ages whether on a personal or professional level. This has stood her in good stead during her many years at King’s Academy, which she joined in 2007 as a founding member of the Department of Communication, Rhetoric and Literary Arts — English, then as associate dean of faculty in 2008. After a two-year hiatus, Audeh returned to King’s as dean of faculty in 2020 — just in time to help both faculty and her students ride out the pandemic, one of the most challenging times in the school’s history. Her strength of character, strong convictions, kind, warm and professional nature are just some of the qualities that have endeared her to both her peers and her students.

“I have learned a great deal from Lilli, whose care for the school is inspirational,” says Tony Lilly, assistant head of school for academic affairs.

“She helps carry the burdens and worries of all who come to her, which gives them hope and confidence that they have an ally and supporter, which gives them the mental and emotional space to help others in turn.”

A skilled wielder of the English language with a deep love of her Arab roots and a passion for Arabic music, Audeh is a storyteller at heart whose words uplift all those who hear them. She has always been there to listen to others’ stories too, valuing and

respecting peers and students alike as individuals. Audeh seeks to understand and then responds. She treats people with compassion and is approachable, genuine, caring and sincere. She brings out the best in people and encourages them to reflect and aspire to be the best version of themselves.

“In essence, Lilli is a gem,” says Associate Dean of Faculty Dima Kayed. “She has always been deeply devoted and committed to King’s and all that it entails. She channels her energy, effort and time in making a positive impact on the community, all the while trying to ensure that our students take great pride in their identity and roots, show gratitude and live by the Guiding Principles.”

As dean of faculty, Audeh was instrumental in helping to create and develop the faculty appraisal rubric, a framework which has been her anchor and guidepost, guiding her discussions with faculty about teaching and learning, advising and care of the students, planning and preparing, assessment and feedback, and more. She worked tirelessly to cultivate a positive school and faculty culture whereby faculty feel empowered and become the best version of themselves as educators and individuals.

“Lilli acknowledges and values faculty work,” adds Kayed. “She gently coached faculty on areas of growth and further development. Her feedback is evidence-based and actionable.

Faculty are receptive to her feedback and there are no surprises along the way, since discussions have occurred. Lilli makes it a point to build and cultivate her relationships with the faculty — they trust her because she is thoughtful and meticulous in the way she honors and validates their work.”

Audeh is also known for her strong convictions and her advocacy for what is right and for those who don’t have a voice. “She always has our backs and is willing to go the extra mile to support us,” says Kayed. Her capacity to connect with people is part of her DNA. Lilli is a treasure and will be sorely missed by us all.”

DR. MOHAMMAD ALASHKAR

Described by those who know him as the epitome of professionalism and grace, Dr. Mohammad Al-Ashkar is another pillar of King’s Academy who has been pivotal in helping to shape and fortify the school since its earliest days. When Al-Ashkar joined King’s in 2008 it was as a co-chair in the Arabic section of the Department of Communication, Rhetoric and the Literary Arts (CRLA). His talent for teaching Arabic, as well as his creativity, stalwart character, and deep care for others soon made him a clear choice for head of Arabic, a position he took on in 2009.

In his 14 years at King’s, hundreds of students have passed through his classroom. His passion for Arabic has motivated them, his flair for making the learning of Arabic fun, creative and enjoyable — a class to look forward to — has shown them that this is the way language should be learned. Not a chore, or rote memorization, but that there are myriad innovative and artistic ways to learn to wield language that inspires a deep appreciation and love for Arabic, no matter their skill level of what is the native language of many students and a new or less practiced language for others.

“During the time I worked with Dr. Mohammad, I witnessed his devotion to his work, and his sincere desire to project the best image of the Arabic department,” says Arabic teacher Hani Olayyan. “He is distinguished by

his abundant knowledge, his kindness, his patience, and his ability to lead and work under pressure. He does not rush decisions, he cares for his colleagues, and he is always there advising, giving by sharing his experiences and knowledge with others.”

“He always strives to build up his team, dividing work among his team members based on their skills, fully trusting in their capabilities. Dr. Mohammad has good rapport with everyone, and he is honest and hardworking. He has worked for years to enhance the Arabic curriculum at King’s — it was his greatest passion. Working in true team spirit, he has successfully established the curriculum while serving as a role model for every one of the school’s departments on how to plan and deliver outcomes.”

Sharing his thoughts on the man who has been his friend, colleague and boss for more than a decade, Arabic teacher Mu’nis Mhiedat says: “As ideal as words can be in their relationship with meaning, they may fail to convey meaning effectively when it comes to describing one of the greats, or indeed when words are used in farewell.”

“I cannot find positive words to say about your departure,” Mhiedat adds. “Although they say there is ‘a speech for every situation,’ I cannot find a speech that expresses how I feel about bidding you farewell, dear Ashkar, other than that you are a teacher as great as a school, and an example of generosity,

chivalry, sincerity and strength. Your fingerprints will never be erased from the record of your achievements, in the Arabic department, and throughout King’s Academy.”

ALEXANDER FUNNELL

There is one thing that everyone who has worked with him can agree upon: Alex Funnell goes above and beyond in his service of others. Funnell joined King’s Academy in 2013 as a faculty member teaching physics in the Department of Physical and Life Sciences. He became dean of residential life in 2016, served as a class dean, and became dean of students in 2020. Described as selfless, humble, thoughtful, kind, respectful, and a role model as an educator and as a friend, Funnell is admired by his colleagues for his sense of responsibility and his genuine care for others.

“Alex has been a beacon of strength and stability in the Office of Student Life (OSL),” says English teacher and class dean Hamzah Abbadi who has worked with him for seven years. “He takes extreme ownership over the wellbeing of our community. He bore the brunt of the many stressful situations brought about by the pandemic. I am inspired by his resolute determination and his ability to stay positive in the face of seemingly insurmountable obstacles. I will forever be grateful for his leadership and grace in helping us navigate the many situations we had never before faced.”

Funnell knows each and every student and is truly committed to their happiness.

“Alex is a visionary, creative and caring,” says Tony Lilly, assistant head of school for academic affairs. “He sees the best in everyone and works tirelessly to help bring out the best in everyone. He is a supporter, mentor and guide to help us be the best version of ourselves. His pure joy when he celebrates community life with students and colleagues — dancing around the Dining Hall in a Santa costume or slipand-sliding across Commencement Lawn with the seniors —reminds us of what it means to lift each other up and to celebrate our time together.”

“Alex treats people with a humanity and dignity that is to be admired and applauded,” says Associate Dean of Faculty Dima Kayed. “He is empathetic and introspective. He is often very harsh on himself and is his own toughest critic. He settles for nothing short of outstanding quality work.”

“As an instructor, Alex is a master,” says Kayed. “He has adopted the modeling approach to teaching physics where the class is student-centered, and students learn physics by making connections with the natural world and connect this to kinesthetic applications and scenario-based learning. Alex is always there to guide, support and get the students to critically think about their work.”

With that in mind, Funnell created a phenomenal course, says Kayed, called the “Y Class” that aims to inspire students desire to strengthen their ability to solve problems, work as a team and release their creativity. The expectations of the project-based course were set by the students who had an equal voice in the class proceedings.

“Alex is a gifted physics teacher,” says fellow physics teacher Moamer Khalayleh. “He is engaging and continually coming up with creative ideas for class. He is generous of heart and spirit. He gives himself to his work. Alex embodies the guiding principles we wish to cultivate in our students at King's. He is a man of good character and a true citizen of the world.”

WILLIAM BALLENGER

A master of content. A maestro of student engagement. That is how

William Ballenger, head of the Department of History, Religion and Society (HRS) is described by his peers.

William Ballenger joined King’s Academy as a history teacher in 2017 and became head of the department in 2019. He is also a faculty mentor and what we like to call a “triple-threat” teacher, having spent over two decades as a dormitory houseparent and coach in addition to teaching.

“William’s work as head of the HRS department was the ideal to which I aspired,” says Tony Lilly, assistant head of school for academic affairs. “His marathon visits to his colleagues’ classes and his long conversations about teaching and learning were legendary. He loves the craft of teaching, his pedagogical skills are evident from student testimonials no less than test scores, and he is generous with his time and experience.”

Hamzeh Qudah ’11, a King’s alumnus and current faculty member in the Department of HRS, says of Ballenger: “He could be teaching the

last class on the last day of the week, and students will still be devoted. Attending William’s classes and observing him teach have been the best professional development I could ask for.”

Ballenger’s love of history, his warmth, humility and sense of service — not to mention his sense of humor — are legendary among students and colleagues alike at King’s.

“William is a compassionate and thoughtful mentor to teachers in the HRS department and beyond,” says faculty member Shaadi Khoury. “Students love his playful jibes because they know he cares about them deeply. William holds high standards and expectations for himself and believes in a rigorous education for King’s Academy students. He mourns lost time and lost opportunities and is always willing to give extra from his own time and energies to help students succeed.”

Among colleagues and friends, conversations with Ballenger are often peppered with historical references and commentary. “He is committed to his subject, relishes the elaboration and exchange of ideas, and values the written word,” says Khoury. “He is emotionally attuned to others and leads by example and with principle, but also encourages collaboration and makes space for the agency and initiatives of others. I will miss him as a colleague, scholar, department head, and friend.”

“He is a paragon of virtue,” adds Qudah. “His kindness knows no limits, his sense of humor is contagious, and his care is heartwarming. As I embark on my journey of teaching, I will always aspire to be like William.”

KING’S WIKIPEDIA WORDSMITHS

BY MUNA AL-ALUL

AKing’s Academy English seminar course entitled Literature of Immigration and Occupation is helping students dive into some challenging topics: post-colonial theory, racism, apartheid, oppression, power structures, and the functions of privilege, to name a few.

In the course, students are confronted with the harsh reality of occupation as well as with the challenges of voluntary and involuntary immigration, and explore the ways art and literature have responded to these realities to better understand the deep relationship between people and place.

Privilege, Power, and Difference by Allan G. Johnson, Home Fire by Kamila Shamsie, and The Penguin Book of Migration are just a few of the texts students have read. Faculty member Holley Ledbetter, who teaches the course, is impressed with how well her students have tackled the course material.

“I’ve never seen high school students read post-colonial theory, but they are applying it really well to the texts,” Ledbetter says, noting how class discussions have often raised uncomfortable topics — such as how difference is used to create power structures that hurt people but they are also giving students a language to talk about their own experience.

In addition to thought-provoking subject matter, this year’s class has also been challenged with a unique project: to update the Wikipedia page for July’s People, a novel by South African author Nadine Gordimer that the students read in class.

“The existing Wikipedia page was abysmal,” says Ledbetter, “so I tasked them with editing the page as a culminating research project after reading the book.”

“In theory, anyone can edit Wikipedia, which is kind of dangerous.” says Ledbetter. The training course walked the class through it, helping them to consider aspects such as the ethics involved and citing sources.

She then tasked the class to work in a scholarly way to assess the original page to see where it was lacking, and to work together to assign tasks and sections such as strengthening the plot, critical interventions with post-colonial theory, reasons why the book was banned in South African schools at one point, and about politically charged subjects such as racism and apartheid.

“It is a really interesting project because it is truly public facing,” says Ledbetter. “When people Google July’s People, one of the first hits is this Wikipedia page, people will use it. That makes this project very relevant. What they write is going to matter.”

To start with, the class took a short Wikipedia course on the ins and outs of how to edit Wikipedia articles.

Taher Vahanvaty ’23 agrees. “With our usual research papers and essays, we’re proud of our work, we hand it in to our teacher, then it goes in a filing

cabinet and we never see it again,” he says. “It has a limited scope, so you feel the importance of your work is diminished. When you do something that will be there forever, it gives it more importance, I feel like I’m really accomplishing something in class.”

There aren’t many students who can claim that they have published work on the internet, adds Zade Shenaq ’23. “That accolade alone makes me feel very accomplished. When I knew that other people were going to read and use something I wrote, my motivation and creativity skyrocketed.”

The Wikipedia project requires the same skills and elements as a research paper, believes Ledbetter. “The students have to cite sources, synthesize

information, ask big questions, collaborate, read and approve each other’s work and make interventions, and, in the end, they have an audience.”

The project taught them general life skills such as how to communicate as a group, says Meghan Savage ’23. “We learned how to read scholarly articles and analyses, how to discuss them and get our views heard. We also learned to make it sound like one voice was writing it.”

Fadi Masannat ’22 found the project an interesting cooperative experience.

“There were a lot of intertwined sections and information, so we had to make sure everything was mentioned where it was relevant and needed most. It pushed us to really communicate well with each other to have the most organized output.”

The students have to cite sources, synthesize information, ask big questions, collaborate, read and approve each other’s work and make interventions, and, they have an audience.

According to Humayd Dada ’23, the project also taught them the importance of providing context. “The fact that the novel is set in South Africa, there was a lot of information missing at the start from the page and there is a lot of vocabulary we didn’t know,” he explains. “So, we gave a lot of historical

context so people who are not from South Africa will also understand the context of the setting to help them understand the book.”

Accessibility is another aspect that students do not usually consider in their writing, notes Benjamin Shapiro ’23. “We write for our teachers, so we don’t think of the accessibility of the piece so that anyone can understand it. Writing something for a public domain like Wikipedia, we had to use words we know others will understand.”

One of the aspects of the course and the Wikipedia project that Shenaq appreciates most, he says, is the synthesis between learning about post-colonial theory and learning key English skills such as writing and communicating. “That’s what makes a good English course, being able to connect these skills to real-life issues. We learn these skills in order to be able to communicate ideas in the future, so why not be prepared to do that while still in high school.”

“Learning, as an experience, should always be like this,” says Shenaq, “because it makes you push your own boundaries when you know you have such a big responsibility.”

How the Khutweh Khutweh campaign is rekindling school spirit in a post-pandemic world

BY SUHAYB AL-JAWHARI ’11

Inching closer to the end of the first semester of the 2021-2022 academic year, Senior Class Dean Maram Haddad took a good look around her. She saw a group of people, students and teachers alike, all of whom have experienced several tough transitions in recent times. Even as the pandemic eases, COVID-19 safety regulations continue to affect the way that King’s community members are able to interact with each other in order to be able to learn safely and in person.

Just before entering the auditorium to watch the first in-person school production of the year, Theory of Relativity, she turned to her colleague, Middle School Dean Laila Demashqieh, and said: “This is not King’s. This is not

who we are. All I hear from kids is: I’m tired, I’m stressed, I’m burnt out. I want to launch a campaign next semester. Do you want to help?”

Haddad left the auditorium with tears in her eyes. The powerfully emotive musical seemed to embody the spirit that she was looking for. “This is King’s. It felt like home. It felt like we’re not working just to pass days but towards a goal. These days we feel like we’re running and we’re tired and we don’t have a goal to reach. The play gave me hope. It was an inspiration.”

Around the same time, Chris Pultz, a faculty member in the Department of Communication, Rhetoric, and the Literary Arts (CRLA), was attending the Learning & the Brain conference on post-pandemic learning issues. Pultz

wanted to understand how the pandemic was creating gaps for students in terms of their executive functioning skills, such as emotional awareness, time management and organizational planning.

After the conference, Pultz shared his newfound knowledge with fellow faculty. Upon hearing the details, Haddad knew that this was what King’s students needed to overcome some of the negative consequences of the pandemic on their learning. “The kids are missing time management skills and have no task initiation,” she says. “After hearing Chris' report, I said to Laila: This is it. We take this concept and we run with it.”

Haddad set to work with Demashqieh, Pultz and Middle School

faculty member Gamze Pultz to develop the idea further, before bringing on board a further 14 faculty members who volunteered to help develop the initiative as a school-wide campaign.

Born from a shared desire to help the community become healthier, mentally and emotionally, both inside and outside of the classroom, the Khutweh Khutweh campaign was born. In Arabic, khutweh khutweh means ‘step by step.’ “We have to heal together. The healing process [from the pandemic] will take one step at a time, and maybe even two steps back,” Haddad says.

The six-week school-wide campaign aimed to raise awareness about 12 executive function skills that can help students manage their time, regulate their emotions, and organize their tasks. Each week the campaign focused on a couple of topics including: working memory and time management, task initiation and sustained attention; planning, prioritization and organization; stress tolerance and cognitive flexibility; and emotional control and metacognition.

Each week, advisors referred to specially curated content and resources to help guide conversations with students. Resources include games, videos, readings and discussion topics. As part of the campaign, each week an event took place on campus to increase school morale, in addition to a weekly guest speaker who was invited to expand on that week’s topic. The Khutweh Khutweh team organized events including a “when life gives you

lemons” lemonade and cookies stand to share positive affirmations and treats, a communal mandala art activity as a tool to unwind, and Compliment Day where anonymous kind notes were written and delivered to community members.

Some of the guest speakers invited to share their experiences with the community included Sinamis Bayouq, a professional coach and leadership and transformation trainer to talk about planning and prioritization, and Dr. Eva Haddad, a professor in intercultural communication, who led a talk on stress tolerance and cognitive flexibility. In addition, self-awareness coach Serene Abu Maizar spoke to students about emotional control and metacognition, or "thinking about thinking," while professional scuba diving coach Sarah Yvonne Schenk

shared how she uses executive functioning skills daily in her work.

At the start of each week, a thematic motto was introduced to help create a shared language between members of the community. “Name it to tame it,” “use your frontal lobe,” or “eat the frog” are some of the phrases that students have learned to wield.

“As a dean, having a shared language helps me with my conversations with students,” says Demashqieh about the new language students have been developing.

“I wish someone talked to me about these things when I was at school,” says Gamze Pultz. “I’m glad we offer these opportunities to our kids so they can use them in different aspects of life.”

Buoyed by the positive momentum the campaign has generated in six short weeks, the Khutweh Khutweh team is looking forward to seeing how it unfolds next year. “I’m excited to see how the seeds planted during this campaign grow,” says Demashqieh.

As the campaign helps students take those first steps towards healing, most importantly the effort of everyone involved in the campaign has helped remind a burnt-out and demotivated school community of their innate resiliency, and of the King’s spirit inside each one of them that has seen them through the challenges of the past couple of years and helped them come out the other side with a renewed sense of joy and motivation.

It’s All Relative

King’s Academy’s fall musical The Theory of Relativity was a true testament to a community working together to overcome the odds.

BY MUNA AL-ALUL

Community, connection and young people overcoming the uncertainties in their life. These were some of the key themes of the fall musical The Theory of Relativity that brought the Abdul Majeed Shoman Auditorium to life last December.

Presented through special arrangement with Music Theatre International (MTI), The Theory of Relativity was developed at the Canadian Music Theatre Project, with music and lyrics by Neil Bartram and based on the book by Brian Hill.

It proved to be an apt choice for the school’s 2021 musical. The Theory of Relativity is a story about college students sharing their stories about home, childhood, family, love, loss, and the uncertainty that comes with their ever-expanding worlds.

There are many parallels to be drawn with real life. With the world, not to mention the King’s community, still reeling from the effects of the pandemic, and every action and decision taken at school subject to change at any moment, even the musical — the biggest production of the school year — was not immune to uncertainty.

According to co-directors and faculty members Jana Zeineddine and Meghna Gandhi, it was unknown if they would even be able to stage the show that year.

“We went into the process with the understanding that there would be a possibility that we would not be able to,” says Zeineddine, who notes that they only got the green light to proceed

around two weeks before the show. “Which is so hard to work with because, energetically, you are building up momentum towards the final performance with a live audience. That combination of the audience’s energy with the performers’ energy is magical.”

The directors, upon first hearing the premise of the play, knew instinctively that this was a story they wanted King’s students to tell. And fortunately, their audience was able to experience the

magic Zeineddine refers to in person — a performance made all the more special as the performers made the audience a part of, not just a spectator of, the show.

The cast of The Theory of Relativity was itself unique in that there were no traditional ‘stars’ of the show. The whole ensemble cast was in fact the star, according to the directors.

“It was a difficult concept to get across,” explains Gandhi. “It’s not

about you, it’s about all of you. You move, everybody moves. They freeze, you have to freeze. Otherwise, the attention gets pulled to you and that’s not what we want. We want the audience to experience the power of connection through the ensemble.”

Another challenge for students was practicing the “device model” of theater for the first time, which essentially gives the participants ownership over their creative choices, according to Gandhi.

“The minute we started giving them ownership for developing the backstory of their own character I think that is when our students started feeling empowered and that's when they started building into and connecting with the character,” says Gandhi.

The musical was a real test of skill for the students, who not only had to sing but to express real depths of emotion through their performances. Judging by the reaction of the audience, who laughed, cried and gave a standing ovation, their performances were convincing.

“In any performance at the educational level it's always important to have that element of creative ownership — that's how they learn, that's how they make mistakes,” says Zeineddine. “That's where emotional intelligence, communication, reactivity, and learning to manage yourself come into play.”

Just as each student’s performance was integral to the storyline of the collective ensemble, The Theory of Relativity was undoubtedly a community effort made up of many parts. Students, educators and staff from all areas of the school pitched in to make the production come to life.

“The cast, the technical crew, the production team. We employed so much of the community here to help us, it’s a testament to what this type of work really entails,” says Zeineddine. “The production is a reflection of the really great team behind it.”

It was a journey in every sense of the word for both the actors and directors, according to Zeineddine. “Coming out of the pandemic to do a show about connection with an ensemble of 16 actors on stage the entire time, to work with two new teachers in a process they have never done before — it has been an educational and emotional experience for them,” she says. “Talk to any of the cast members, it’s been impactful for them — and that is what education is about.”

Empowerment, Authenticity and Accessibility

The three pillars of Zein Sa’dedin ’14’s new creative platform

BY AVISELLE DIAZ ’15

For millennia, poets and authors alike have drawn inspiration from the sea. But for Zein Sa’dedin ’14, the sea was not just a source of inspiration but an embodiment of what she hoped her new creative platform would be.

“When you look at it the sea doesn't discriminate, right? It doesn't care who you are as you walk into it.”

This idea of inclusivity and acceptance drove Sa’dedin to start BAHR (the Arabic word for sea and poetic meter), an online bilingual literary and creative platform launched last year. The platform aims to amplify creative voices of all kinds, especially those from Southwest Asia and North Africa.

When asked about the need for a punlication like BAHR, Sa’dedin’s answer is two-fold. Currently, most literary innovation comes from either Lebanon, Egypt or the Gulf, contributing to a steady drain of literary talent from Jordan. There are also no regional publications genuinely open to all, oscillating between youth focused digital platforms or traditional print mediums reluctant to accept work that does not fit traditional genre categories or is written in more than one language. BAHR fills these gaps.

Sa’dedin was first drawn to bilingual literature and creative writing in her 10th grade English class, Arabic Literature in a Global Context. It was there that she was exposed to Arab poets and authors such as Rafeef Ziadah and Naomi Shihab Nye who, like Sa’dedin, live in a constant ebb and flow between English and Arabic. “I was really interested in bilingual literature because whenever I used to try and write just in English it never really felt right.”

Sa’dedin’s literary interests led her to the University of East Anglia in Norwich, England where she studied English literature and creative writing. She then pursued a master’s degree in creative writing at the University of St. Andrews where she also worked as a poetry editor for The Scores, the university’s online literary journal. As a co-editor, she curated an issue centered

on contributions from those of Southwest Asian and North African descent, personally reaching out to poets and writers across the diaspora.

“Being a medium through which other people's work could be exposed and could be engaged with felt really empowering. I thought, okay, how can I use this position of power? I'm a poetry editor now. How could I use that position to make space for others like me?”

After returning to Jordan, Sa’dedin wanted to create a welcoming literary space where marginalized identities and stories from the region were not only represented but where people of all backgrounds felt heard.

“I think there's a need for a space... whose mission is to make sure that people feel safe and included and amplified as much as possible…That is why BAHR exists, that's the need for it.”

It exists for the 76-year-old man who wants to submit his work but feels out of place because of his age. It exists for those who cannot choose between writing only in English or in Arabic because they are constantly thinking in both. It exists for the young Egyptian poet who is tired of Arab women being pawns of both the colonizer and the colonized.

BAHR is also much more than an online publication; it gives everyday people the tools to explore and express themselves through writing. Recently, BAHR organized a five-week creative writing workshop drawing from the work of Lebanese-American poet and artist Etel Adnan. It was an unintended tribute to Adnan, who unfortunately passed away just a few weeks after the workshop ended.

When asked what advice she would give to aspiring young writers she says: “If you want to write about something, follow that impulse, follow it to the ground, follow it to its grave, keep going after it.”

In the future, Sa’dedin hopes to expand BAHR to include a print publication and host workshops and events that are physically accessible for those with disabilities.

Take a Creative Dip

Let’s have a bit of fun. Take a moment to reflect on these writing prompts from Zein Sa’dedin and send your responses to Beyondkings@ kingsacademy.edu.jo. The best submissions will be published in the next issue of Beyond King's

Start with a question to your younger self, end with a promise.

Choose someone close to you. Research and write about the etymological history of their name.

Write a poem entitled "What I Now Know."

Free-write for 10 minutes about a memory you have from your time at school. Then, choose three words from each line to create a whole new text.

RECYCLING RENEWABLES

This year, King’s Academy became the first institution in Jordan to upcycle old solar panels.

BY MUNA AL-ALUL

The King’s Academy solar power station has only been up and running since 2018, so it may seem premature to talk about upcycling old solar panels. However, the reality is that solar systems — although fantastic sources of renewable energy — also generate their own waste. Solar panel life span is usually 25 to 30 years, but older solar

panels are often less efficient than newer models and are often replaced, and even newer panels — like those at King’s — can become faulty or damaged.

So, what happens to used and discarded solar panels? Unfortunately, most end up in a landfill. But there is a better solution: solar system recycling.

Solar recycling is becoming popular around the world wherever solar

industries are well established and communities aware and proactive about recycling. Old but still functional panels can be reused to generate power in different places, such as for a garden shed, a caravan, or at a camp site. Panels that do not work still make excellent building material as they are thick, durable and weatherproof. They can be used to make fencing, greenhouses and animal shelters, to

provide extra insulation in the walls of houses, or even to be upcycled into furniture.

With that in mind, Solar PiezoClean, a local start-up company contracted by King’s to provide regular monitoring, cleaning and upkeep of its solar power network to keep it running efficiently, were keen to find a use for faulty panels that needed replacing. Solar PiezoClean, whose innovative team have developed an award-winning technology to make solar panels selfclean without using water — a costsaving and ecofriendly solution for dusty and water-scarce locations like Jordan — approached King’s with the idea of upcycling the discarded panels in a useful way on campus.

After some brainstorming, it was decided that the school’s sorting and recycling storage area was in need of a shelter to keep the materials dry and protected in different weather conditions. Led by King’s Director of Operations Ola Bseiso and Engineering and Maintenance Director Issa Hourani, the school’s maintenance crew set to work building a steel structure onto which

PiezoClean installed the panels as a roof. The recyclable materials — the school has around 200 recycling bins around campus to collect paper, plastic and other waste — are now safe from the elements and can be used more effectively for future recycling and reuse.

Bseiso is proud that King’s, in collaboration with PiezoClean, is the first institution in the country to have implemented an upcycling project using old solar panels, and is excited

about the implications for future projects involving King’s students and more generally around the country.

“Renewal energy technology ages, so the new challenge is how to recycle the recycling infrastructure,” says Bseiso. “There is so much potential for upcycling solar panels, I hope this project inspires others to use them similarly. For example, old panels can be used to build roofs on homes for people in need — the ideas are endless!”

IT’S STILL

SUNNY

AT KING’S...

King’s Academy went completely solar in 2018, after installing a photovoltaic (PV) power station on campus that provides the school with a sustainable and economical energy supply. Donated by the Saudi Arabian company ACWA Power, the network of solar grids is made up of 8,130 PV panels that generate 2.6 megawatts of power for the school, equivalent to powering around 400 households.

The impact on the school has been tremendous, both financially and environmentally. The system offsets the equivalent of 2,300 metric tons of carbon dioxide per year and, as a residential school, King’s had an enormous annual energy bill of around US $1.2

million. The solar power station has succeeded in reducing those energy costs significantly. The school’s energy needs are fully met, and excess output is sent to the main power grid; however, the country does not currently have a system in place to buy back that excess energy. The school also pays up to US $20,000 annually in taxes, fees and services.

With an impressive savings of over US $1 million annually, that difference is felt in other vital areas of the school — such as its unique financial aid program, which ensures that talented students from all socioeconomic backgrounds are able to pursue an education at King’s.

PRIORITIZING THE ENVIRONMENT

How Reem AlHaddadin '11 tackles one of the world’s most complex problems

BY AVISELLE DIAZ ’15

As a sustainable development researcher at the West Asia-North Africa (WANA) Institute in Amman, Reem AlHaddadin '11 tackles some of the most difficult and time-sensitive issues of this century: hydro diplomacy, climate change adaptation and mitigation, the green economy and renewable energy. While these terms may appear complex or overwhelming, at the heart of AlHaddadin’s work is a simple question — how do you compel people, especially youth, to care about the environment?

Water scarcity, extreme temperatures and severe drought are no longer looming threats, they already ravage the Middle East and North Africa (MENA). Under these circumstances, the threat of climate change should be a top priority. However, as AlHaddadin points out, the reality is starkly different. According to the 2020 IPSOS Consumer Sentiment Index, climate change is the area of least concern for youth in MENA, overshadowed by the immediacy of high unemployment, rising prices and growing socioeconomic inequality, pressing issues that take away young people’s focus from the ongoing climate crisis.

Under these circumstances, it is unsurprising that climate change takes a backseat, says AlHaddadin. “People in middle and low-income countries are at a crossroads of facing development challenges and increased

Reem AlHaddadin ’11 at the World Innovation Summit for Education in Qatar.

unemployment and on top of all this averting the looming challenges of climate change.”

For AlHaddadin, the answer to this conundrum is an intersectional approach to climate change. This translates into a strategy that encourages dialogue between local stakeholders and the government in conjunction with climate change education. “You can’t parachute change from above and expect, without dialogue and the active participation of local stakeholders, to have meaningful change,” she says. This requires coordination and cooperation among multiple stakeholders including local communities, ministries,

municipalities, youth groups and women. Without gathering community input and insight it is impossible to enact meaningful change because ultimately, “green policies can only go into place if people want them,” she says.

However, this requires that citizens prioritize the environment. This is where AlHaddadin sees climate change education playing a key role. Through education, it is possible to readdress priorities and shift behaviors by equipping youth with knowledge about climate change and its direct impact on the most pressing issues they face, she says.

As AlHaddadin explains in her online brief for the geopolitical

analysis firm Oxford Analytica, “already, environmental problems are contributing to low economic growth rate and high unemployment, especially in rural areas.” For instance, climate change affects cropping patterns which negatively impacts the employment of agricultural pickers in Jordan. In turn, ever-scarcer natural resources reduce industrial development and consequently economic opportunities.

Convincing youth to prioritize climate change also requires that they have a sense of environmental ownership. "A sense of ownership toward the land is key to motivating change…something which isn’t really instilled in our education system,” says AlHaddadin. When people view themselves as custodians of their environment, they are more likely to value initiatives that aim to protect it and hold leaders accountable for not addressing climate issues, she adds.

During the last four years at the WANA Institute, AlHaddadin has worked to advance sustainable green thinking in the MENA region via youth initiatives, published research and as a speaker at international conferences such as the World Innovation Summit for Education in Qatar this past November.

For her, sustainable development boils down to safeguarding human dignity, be that through the equitable distribution of water resources or the prevention of climate catastrophes that leave thousands displaced. Equity and justice are at the heart of development and are the fuel that keep her going.

ABEER NAMMARI STREET BL GGER

BY MUNA AL-ALUL

Abeer Nammari is part of the fabric of King’s Academy. For 12 years, Nammari served as executive assistant to both founding Head of School Dr. Eric Widmer and his successor Dr. John Austin. She also assisted the Board of Trustees. In 2018, she decided to make a drastic change in career, leaving King’s to pursue her passion for street photography. Beyond King’s was excited to catch up with her and learn all about her journey to becoming Abeer Nammari: Street Blogger!

MANY PEOPLE DREAM OF CHANGING THEIR CAREERS BUT ARE AFRAID TO TAKE THAT STEP. WHAT MADE YOU DECIDE TO PURSUE A NEW CAREER?

After spending 20 years in office jobs, including 12 wonderful, fulfilling

years at King’s, I simply decided it was time to follow my passion. It sounds a bit cliché, but the twist was doing something original. The street was always a magical place to me, and an untapped area — I knew that I could strike a win. So, after leaving King’s, I concentrated on establishing Street Blogger as a full-time business.

WHAT DREW YOU TO STREET PHOTOGRAPHY IN PARTICULAR?

I knew I loved working with photos and images early on in my life, but the real discovery was in 2010 when I was drawn to the Humans of New York (HONY) photo blog and began to follow its founder Brandon Stanton’s journey through the streets. I even initiated a Humans of King’s Academy project before I left! That is when I started laying the foundations of my project “Street Blogger.”

SO YOUR JOURNEY ACTUALLY STARTED AT KING’S!

King’s actually played a major role in shaping my thoughts and encouraging me to pursue my dreams. We were encouraged to take the road less traveled, and to think differently. That is where global citizenship [one of King’s five Guiding Principles] and open cultural dialogues played a large role in shaping the mission of Street Blogger.

TELL US MORE ABOUT STREET BLOGGER’S MISSION.

I am on a quest to build a global platform where street life is lived, shared and celebrated. I want to identify the differences that unite us as human beings. I also want my journey to inspire and empower other women — street photography has traditionally been a male-dominated field but is increasingly becoming the domain

of women. Of course, I want to also promote the art of street photography.

IT MUST BE DIFFICULT TO START A NEW CAREER FROM SCRATCH. HOW ARE YOU DOING IT?

I put my business management and entrepreneurial studies into the process. I did a lot of brainstorming, planning and research, and the project went through many revisions until the mission statement was created. At the same time, I had to work on the creative

side and start shooting the streets of Amman, and posting my work on social media platforms.

WHAT ARE SOME OF THE BIGGEST CHALLENGES YOU HAVE FACED SO FAR?

One of the biggest was the COVID-19 pandemic as I launched Street Blogger a month before Jordan announced complete lockdown. Managing with limited resources is another challenge. I always try to turn the challenges I face into opportunities, however. I learned to be consistent and focused and to adapt to unforeseen circumstances. I learned to be proactive, as many opportunities may come your way and you need to make the most out of them.

IT SOUNDS LIKE YOU FACED A STEEP LEARNING CURVE. WHAT SKILLS HAVE YOU LEARNED IN THE PROCESS?

It was important to me to work on my photography skills, and to understand and reflect on what street photography means to me. I had to learn how to build Street Blogger’s business model. Launching a project such as this on social media requires developing a special mindset towards building a follower base in a fast-paced environment.

It has been an extremely difficult, yet rewarding, process! I took many lousy images, and oftentimes, things would not make sense. I failed so many times. But I enjoyed building the blocks, figuring it out. I believe this is what made Street Blogger survive.

HAVE YOU RECEIVED ANY SUPPORT ALONG THE WAY?

I’ve received so many encouraging messages of support from total strangers following my work on social media, and of course my friends and colleagues at King’s, even alumni, have shared and supported my work. It’s been wonderful!

I have learned that if you have something good to present, people will support you no matter how tough or crazy the idea might sound. Street Blogger was selected as one of eight startups to join the first cohort of the Middle East and North Africa (MENA) region’s first accelerator for cultural and creative SMEs and startups, Ibda3. It’s the first accelerator of its kind and aims to turn innovative ideas into scalable and sustainable businesses, providing tools such as strategic coaching, access to facilities, a national and international network, and on-the-ground practice.

I could not have done it without the support of so many people in the

media and entrepreneurial ecosystem, and a network of specialized mentors. The Business and Professional Women Association also gave me access to resources and networking to promote my project.

MABROOK! THAT IS REALLY EXCITING. TELL US ABOUT THE PROJECTS YOU ARE WORKING ON.

In addition to building Street Blogger as a startup business, I am working on developing it as a recognizable creative brand and identifying it as a brand ambassador. I am also working

world, and those by women are practically non-existent. So, Heart of Amman is my contribution to that. It is a coffee table photobook designed to showcase downtown Amman, highlighting the old city’s main attractions in contemporary settings. Heart of Amman will be published by Jabal Amman Publishers in summer 2022.

WHAT THEMES DOES YOUR PHOTOGRAPHY FOCUS ON?

Our streets are pulsating with life — they are the new music theaters, street

street culture and street social life, where I can identify the differences that unite us as human beings.

IT MUST BE DIFFICULT TO APPROACH AND PHOTOGRAPH STRANGERS ON THE STREET?

It’s a skill you have to master. No matter what, you should present your real self on the streets. And you have got to love people. In general, people are happy and excited to be approached and photographed. Some people shy away from the camera, and in such cases I try to respect their personal space.

You can follow Abeer Nammari on Instagram @AbeerStreetBlogger.

on a project to introduce Street Blogger as an authentic tourism experience. And this spring, I am publishing my first photobook, called Heart of Amman.

TELL US MORE ABOUT YOUR BOOK. There is a lack of street photography publications in Jordan and the Arab

food is the new cuisine, graffiti is the new art. I mainly capture social traits of the streets. That is, our human relationships and interactions with the streets and with one another. There is also the cultural aspect, where I try to reflect our customs and traditions. I try to portray a better understanding of

DO YOU HAVE ANY ADVICE FOR KING’S STUDENTS LOOKING TO PURSUE THEIR PASSIONS?

I would ask them to read "The Road Not Taken" by Robert Frost: Two roads diverged in a wood, and I— I took the one less traveled by, And that has made all the difference.

KING’S UNVEILS EXCITING NEW COURSE ON W TER ISSUES

BY MUNA AL-ALUL

King’s Academy students will have the option of choosing an exciting new course in the 20222023 academic year, Global H2O: Focus on Jordan. Offered as an interdisciplinary AP Capstone Seminar, students taking this course will explore the environmental, social and economic issues associated with the struggle to acquire clean water in Jordan and around the world.

As Jordan is one of the most waterscarce countries in the world, the course is highly relevant and timely for students living and studying in Jordan, and indeed for students from around the world, as access to clean water is an issue shared by all.

“We want our curriculum to be relevant to the local context, to be current, to address local problems,” says King’s Academy’s Head of School Peter Nilsson, who believes that the course aligns with the school’s mission in a multitude of ways. “We want our students engaged in solving realworld problems. What could be more important to them in Jordan than water problems?”

The course was first offered at Deerfield Academy in Massachusetts as Global H2O: American Currents, designed by science teacher Andy Harcourt. The course was described by Deerfield Magazine as a “multidimensional, multiyear deepdive into the challenges we face as water becomes an every-diminishing resource.”

“The theme of global water security is the thread that ties the course together and provides a focal point for student engagement,” explains Harcourt. “As the course progresses, students have the opportunity to delve deeply into their own areas of interest. The most important issues that face humanity have no simple answers, and

students learn to engage these kinds of topics, gaining confidence in their readiness for college.”

King’s Academy invited Harcourt to reimagine the course for the King’s Academy curriculum. Harcourt will also be joining King’s as a faculty member in 2022-2023 to teach the multidisciplinary course in collaboration with other King’s faculty, whom he will mentor and prepare to lead the course upon his return to Deerfield.

The close affiliation between Deerfield and King’s Academy stretches back 16 years, to the founding of King’s in 2006 by His Majesty King Abdullah II, inspired by his experience as a Deerfield student. In the years since, the two schools have generated countless collaborations and exchanges of knowledge, expertise, students and faculty. In fact, two of King’s former heads of school have served or currently serve as Deerfield heads of school, and Nilsson, King’s current head of school, previously served as director of research, innovation, and outreach at Deerfield.

The Global H2O: Focus on Jordan course builds on that tradition of exchanging excellence, says Nilsson. Additionally, both Deerfield and King’s were among a handful of the world’s top schools invited by the College

Board to offer the innovative AP Capstone program when it was first launched in 2013.

“This course came into being 10 years ago as my response to a request by the College Board for a proposal for a new kind of course that had 21st century academic skills at the core,” says Harcourt. “Those skills are critical thinking, communication, collaboration and creativity and have been identified by college faculty as the most important for success in college and beyond.”

Through the Global H2O: Focus on Jordan course, students will examine current crises in water security by means of investigative case studies, and will learn to evaluate sources and multiple perspectives, synthesize ideas, collaborate effectively, craft and communicate evidence-based arguments, and present to an audience.

“At Deerfield, students connected with water issues starting at the local level, including field trips, expanding to the regional level, and ultimately moving to analysis at the global level,” says Harcourt. “I plan to do the same at King's and as I structure the course, I welcome input from current faculty and students as to specific Jordanian water issues that resonate strongly with the community.”

COMMUNITY GATHERING

MARCH 2022

Suhayb Al Jawhari '11, Sherifa Krisht, Sandy Fahel '13, Tala Hammash '10, Amal Al Kilani '15, Maria Mamlouk '10, Zein Khashman '17, Ghassan Gammoh '10, Atithya Ghai, Hazem Hashem '12, Omar Majali '10, Linda Bouziane (former faculty member), Leen Madanat '15, Iyad Alsaadi '13, Azzam Fakhoury '12, Heba Diab

Suhayb Al Jawhari '11, Iyad Alsaadi '13, Sandy Fahel '13

Omar Majali '10, Linda Bouziane

Linda Bouziane, Maria Mamlouk '10

Ghassan Gammoh '10 and Tala Hammash '10

Finding Home

BY AVISELLE DIAZ ’15

After leaving Afghanistan, it took years for Aziza Hamidi ’16 to finally find a place that she could call home. Now, she has discovered her life’s work in helping others do the same.

The summer of 2021 was characterized by instability and fear as the Taliban took control of Afghanistan following the withdrawal of American troops. Thousands of Afghans fled the country in search of a safe haven. Aziza Hamidi '16, a native of Afghanistan, did not sit idly by. A member of the legal services team at the International Institute of New England, Hamidi used her language and legal skills to aid her fellow Afghans. As part of a team providing legal services to an estimated 900 Afghan evacuees seeking resettlement, Hamidi processed and translated documentation from Dari to English and served as an interpreter.

“There were so many immigrants coming from Afghanistan who didn't speak English, they needed an interpreter to translate,” says Hamidi. “It was a way for me to help people. Knowing two languages, I could solve someone's frustration and uncertainty.”

Safety, security and certainty. These were the basic guarantees Afghans lacked, and ones that Hamidi herself had only recently managed to get. After four years of uncertainty as an undergraduate studying business and law at Bryant University in Rhode Island, in 2020 Hamidi finally received

her green card, the confirmation that she was allowed to permanently reside in the United States.

“When I got my green card, I felt the relief of not having to go back to a place where I didn't have opportunities as a human, as a woman,” Hamidi says. “I feel so happy that I can live anywhere in the United States without worrying that I'm going to get kicked out. And I'm sure millions of immigrants feel the same way.”

Hamidi understands firsthand the struggle to find a safe place to call home. Back in 2011, she left Afghanistan for Jordan when she was admitted to King’s. “I will always call Jordan home,” she says. At King’s, she explains, she experienced freedom of choice and expression for the first time. It was there that she was able to wear whatever she chose without fearing for her safety. And it was there where she learned English, which gave her the freedom to tell her story.

The learning curve was a big one for Hamidi, who spoke neither English nor Arabic upon her arrival at King’s. This meant that her English teachers, such as Tessa Fairbairn, had to get creative.

“I would go to Ms. Tessa’s office and she would read me children's books…I wouldn't know what these words meant but she would teach me

how to read them…if she said ‘the dog’, then she would act it out and bark,” Hamidi recalls.

At the beginning, Hamidi was reluctant to speak. With time, however, and with the support of her teachers, the encouragement of her peers and her unwavering determination, Hamidi became fluent in English, so much so that during her junior year she delivered a powerful declamation speech titled “Collateral Damage,” recounting her experiences and those of countless others whose lives were torn apart by war. She was crowned the English Declamation champion that year.

“From not knowing how to speak English, to winning an award in English, that was my biggest accomplishment and a representation of the education I received at King’s,” she says.

Hamidi’s time at King’s not only opened doors for her but ultimately afforded her the skills to pay it forward for others. As she prepares for the Law School Admission Test and works as a paralegal assistant, Hamidi says her life’s mission has never been clearer. She hopes to become an immigration lawyer to empower others who have also fled war and violence. “This is what I went through, and I want to help those people feel safe and get settled and use my voice for those immigrants.”

MINGLING AWAY THOSE MONDAY BLUES

BY MUNA AL-ALUL

Last year, King’s Academy established an Employee Wellness Program in response to the increased stresses on employees during the pandemic. Since then, the program has really grown into its own.

While the wellness program’s first year was characterized by a great deal of surveys and exploration of what employees want and need from

a dedicated wellness program — not to mention, helping them ride out the pandemic — this year the program has continued to blossom and grow. It has been successful in providing even more opportunities for the King’s employee community to build social bonds, increase their fitness, and improve their emotional well-being. One of the program’s latest initiatives is Mingle Monday, a monthly event

that brings together staff and faculty to participate in fun community-building activities and challenges. The events, organized in cooperation with MedLabs Consultancy Group, the school’s main health partner, take a holistic approach, addressing the program’s three main goals: opportunity, awareness and community.

One Mingle Monday event involved a fitness challenge where employees rowed to raise funds for the school’s General Scholarship Fund. MedLabs pledged to match the accumulated amount of calories burned in dollars and donate the total amount to the fund. At another event to mark World Mental Health Day, employees reflected on their daily stressors in a creative way. A rock-paper-scissors tournament took place at another event where healthy smoothies and snacks were provided to demonstrate easy ways to incorporate healthier eating habits into employees’ day-to-day lives. During a peak in the pandemic that prevented employees from gathering, the wellness program organized a “distanced” activity where they distributed paints and small wooden panels to employees to express themselves on artistically. Together, the panels formed a colorful community mural.

In addition to Mingle Monday, the Employee Wellness Program offers one-on-one coaching, fitness classes, and opportunities for team building and social-emotional learning. It also organizes regular community-wide challenges that aim to introduce employees to a range of healthy habits and tools that they can learn more about, try out for a couple of weeks, and add to their daily routine to improve their overall wellness and lifestyle.

MedLab’s partnership has been a huge help in that regard, according to Employee Wellness Coordinator Noor Dajani, as it provides many incentives such as health-conscious prizes and giveaways, which encourage employees to take part in events and challenges.

“Spreading health awareness is one of MedLab’s core beliefs,” says Zeina Sahyoun, chief marketing officer at MedLabs. “We feel strongly that it is one of our key responsibilities towards the communities we serve. We are thrilled to partner with King’s Academy to promote health and wellbeing among faculty and staff and to see the positive spirit and openness of everyone at the Mingle Monday events.”

Dajani has also been buoyed by the positive feedback from employees. “The feedback has been amazing,” she says. “Some tell me the program has changed their lives. They have used tools such as individual coaching and challenges, and the encouragement of others in the community, to take that first step towards exercising and building new healthy habits and being consistent about them.”

Dajani is always on the lookout for new ways to help employees enhance their health and wellbeing, such as the community-wide biometric screening conducted with the support of the school’s health insurance provider GIG - Jordan, which she hopes will help guide future plans based on information about the community’s general health. “Our Employee Wellness Program has accomplished a lot already,” says Dajani, “but we are just getting warmed up!”

Khalook Al-Yassin ’12 advises the region’s up-and-coming content creators at YouTube.

BY AHMED KHALAYLEH ’15

M DO WHAT YOU CAN’T

assage rooms, gyms, sleeping pods, cafes and restaurants aren’t typically what one would expect to find in a workplace, unless, of course, that workplace is Google, which is where Khalook Al-Yassin ’12 has spent the last three years working at YouTube, the social media giant owned by Google.

“A lot of people ask if I used any connections to get the job, and every time I say, ‘I just Googled a role and applied for it,’ and they say, ‘Ah! That’s too good to be true!’” says AlYassin. His journey into this dream job, however, was not the typical transition that his contemporaries might have experienced.

Before joining the workforce, AlYassin was studying marketing at the University of Strathclyde, Scotland. While his British passport-wielding peers pursued highly competitive graduate schemes, a difficult option for him given his visa status, Al-Yassin knew he had to find a niche in order to work in the United Kingdom. This led to a startup in London that worked on virtual reality technology and was looking to expand into the MENA region, which made Al-Yassin the perfect candidate.

“Because it was a startup, it required me to put on many hats,” says Al-Yassin. “Sometimes I was a business

developer, and other times I was a content strategist or tech solutions advisor … and most hats I didn’t know how to wear, but I just had to go with it.” Al-Yassin’s perseverance paid off during a visit to Saudi Arabia for one of their clients, the Public Investment Fund (PIF). It was on this trip where he met his mentor, an employee from Red Bull, who would take him under his wing and help him with everything from CV writing to job hunting, skills which got him to where he is now.

Be brave, don’t listen to the noise, and be consistent

Al-Yassin started at Google as a strategic partner manager for YouTube, working with a portfolio of over 70 content creators in the MENA region. He describes the process as “using the West as a reference point, but with a localized touch.” One such content creator was AboFlah, one of the largest gaming YouTubers in the region, whose subscribers grew from 800,000 to an impressive 14,000,000 within a year, under Al-Yassin’s guidance.

While proud of the success of his clients, Al-Yassin believes that content creation in the MENA region still has a long way to go. “We don’t have a lot of icons or public figures to look up to like they do in the West,” he says. “I want to see well-educated, well-presented individuals appearing on social media that are moving away from just gags and comedy, and moving towards actual change, speaking to the youth.”

As for any aspiring content creators in the region who wish to be a part of this change, Al-Yassin’s advice is “be brave, don’t listen to the noise, and be consistent. I would compare a content creator’s work ethic to that of an athlete. When people see them create a video they go ‘Ah! Anyone can do that,’ but it’s actually very difficult to churn out that success week in, week out.”

It is this consistency that eventually led to Al-Yassin’s promotion to community partner manager for YouTube Shorts, the newly introduced feature of YouTube that supports shortform content. Becoming the face of YouTube Shorts in the UK and MENA regions, comes the sensation that many young professionals experience with success: imposter syndrome. However, Al-Yassin treated it like anyone else telling him he can’t do something, quoting renowned YouTube vlogger Casey Neistat: “Do what you can’t.”

SOME THINGS YOU CAN’T LEARN FROM A TEXTBOOK

To

COVID vaccinator

Rafe' Zou'bi '18, human interaction is the essence of medicine

BY AVISELLE DIAZ ’15

When you think of someone’s first job, a campus coffee shop or bookstore might come to mind, not vaccinating hundreds of people during a global pandemic. But for Rafe’ Zou’bi ́18, this was his first experience in the workforce. Sure, he had previously practiced on mannequins as a medical student at Cardiff University in Wales, but those were not real people with fears and anxieties, or stories of loss and grief.

As a vaccinator, Zou'bi witnesses people’s hardest days and most intense emotions. Some people have lost loved ones to COVID-19, some are anxious about the side effects of the vaccine and some feel an overwhelming sense of relief upon being jabbed. “As a vaccinator,” Zou’bi says, “you need to make sure not to fall into the trap of this becoming a routine, because it might be a routine for you but for the patient you are the highlight of their day.”

That is why Zou'bi believes medicine is about much more than

memorizing anatomy and studying diseases; it is about the human experience. “Sometimes you’re the first person to see a human being enter the world and sometimes you’re the last person they see before they leave it.”

As part of the Community and Rural Education Route (CARER) at Cardiff University, Zou'bi is spending 10 months working at a medical center in Bethesda, a town in North Wales with a population of around 5,000 residents. The CARER program offers greater opportunities for medical students to actively participate in the delivery of healthcare, as opposed to a hospital setting where students often only observe doctors in action.

receive training that will more greatly resemble his future work as a doctor seeing patients daily. “One of the main reasons why I came into my discipline was because of the human experience and interaction,” he says. “One-onone human contact is what makes medicine worthwhile.”

Now in his third year of medical school, Zou'bi says that while human connection is one of the most rewarding aspects of medicine, it is also the most challenging. As both a vaccinator and medical trainee in Bethesda, Zou'bi often meets patients who disclose personal details and life stories they might not share with their closest friends or family. “People only come to you with problems; that’s the only aspect of their life you interact with,” he says.

Carrying the weight of people’s most difficult moments and traumatic experiences can be daunting. “How do you draw a line between being a doctor at work and coming back home as a person?” he asks.

Training in a smaller community such as Bethesda allows Zou'bi to

Zou'bi believes the only way aspiring medical professionals can be certain they want to enter medicine is not in the classroom but by working in the field. “Content is only one part of medicine. You can learn all your anatomy or your physiology but still find medicine very difficult because of patient interactions…no textbook can prepare you for that.”

DO THE RIGHT THING, EVEN WHEN NOBODY IS LOOKING!

King’s chief operating officer shares tips on effective and ethical leadership

BY SOHA HMAIDAN

It was December 2, 2012. Ivan Fernandez Anaya, a Spanish long-distance runner, was running the race of his life. He was running as hard as possible, but he just couldn’t catch up with the front runner, Abel Mutai, a Kenyan who had led the race the entire

time. Then, an opportunity presented itself. Close to the finish line, Abel, who did not speak Spanish, got confused by all the signs thinking he was already at the finish line. He stopped. Ivan ran right past him. But then, an extraordinary thing happened. Without even a moment of hesitation, Ivan

turned around, came back for Abel, and pointed him toward the finish line. Abel won the race, and Ivan came in second. Most called it a moment of sportsmanship; others wondered why Ivan hadn’t just claimed the prize. Ivan responded by saying that there would have been no honor in winning a race

that clearly belonged to Abel. When pushed further for an explanation, he simply said, “what would my mother think if I won that way?”

In life, we are presented with moments like this. When our “Ivan” moment arrives, will we know the right thing to do? Will we act without hesitation?

At the start of the pandemic, dynamic schools learned quickly how to adapt to continue their educational mission. Students and teachers learned together how to develop skills and adapt to change, to lead and learn

virtually. They trusted one another. Suddenly, grades were no longer the only success factor. When we became connected via a screen, we needed other criteria to evaluate performance. How could we fulfill our mission and instill in our students the characteristics embodied in our Guiding Principles?

In boarding schools such as King’s Academy, students have an extended family. In addition to their biological parents, they have advisors — essentially their parents at school — dorm parents, class deans, counselors and faculty as a whole who play an essential role in students’ journeys to adulthood. Our role at King’s is to teach students how to succeed in life by acting fairly and equitably, preparing them for their own “Ivan” moment. Here at King’s, our five Guiding Principles of Respect, Love of Learning, Responsibility, an Integrated Life, and Global Citizenship, act as the foundation of what is expected from our students.

When looking to hire potential employees, most companies look at more attributes than just our intelligence quotient (IQ) to determine if we are the best candidate. They look for individuals with a high emotional quotient (EQ), the ability to be responsible, empathetic, ethical, and to make peace with others. They determine our social quotient (SQ), the ability to network with people and friends, and to maintain good relationships. Most recently, given all the changes in the world, they are interested in our adversity quotient (AQ), the ability to tolerate challenging situations and stay composed and sane. Tolerance builds strength and helps us deal with situations with maturity.

Great leaders exhibit all four abilities to navigate the many challenges of leadership.

In life, we face situations where we need to make tough decisions, like rejecting someone in a relationship or asking someone to leave a workplace. It is up to us: we are always in charge of the HOW. Ethics can be confusing to people, but when we put ourselves in the other person’s shoes, we can act with humanity. We have a moral obligation to be fair, to walk the talk.

As Rumi, the famous Persian poet, wrote: “Before you speak, let your words pass through three gates. At the first gate, ask yourself, “Is it true?” At the second gate, ask, “Is it necessary?” At the third gate, ask, “Is it kind?” Only if you have responded affirmatively to all three can you proceed.”

As you grow in your career, and after you graduate from college, think about these behaviors:

Be true to yourself and others: Being honest contributes to your effective leadership. People will trust your opinion even if you are against them.

Practice what you preach.

Pay attention to all those around you: Listen to those who give you feedback, even if their opinion contradicts your practices. Sometimes you need to hear what the other person thinks of you and your business to reflect and appreciate their views.

Respect others: When you give a promise, keep it.

Practice equity.

To be an effective leader, remember always to have a sense of urgency, follow the code of conduct and ethics, instill a circle of trust, stay motivated, stay positive, and be transparent. Most importantly, be kind in your dealings with others.

The American author and philosopher Aldo Leopold once said, “Ethical behavior is doing the right thing when no one else is watching — even when doing the wrong thing is legal.”

When in doubt, lean on what you have been taught here at King’s. Think about what your parents and teachers would expect you to do.

Soha Hmaidan joined King’s Academy in 2021 as Chief Operating Officer and is responsible for overseeing non-academic and operational processes across the institution.

EMBODYING GLOBAL CITIZENSHIP

BY MUNA AL-ALUL

King’s Academy is one of two international schools that have been chosen to pilot a unique new program that embraces crosscultural communication, problem-solving and ethics, designed by the Global Collaborative Initiative (GCI).

According to GCI, the program, called the Global Collaborative Curriculum (GCC), aims to pair globally diverse secondary schools from around the world — King’s Academy in Jordan and King School in Connecticut being the first — and immerse them in an innovative curriculum incorporating virtual and project-based learning designed to “enhance global competence, crosscultural communication and problemsolving skills with ethics at the core.”

Approached early in 2021 as a potential partner school, King’s Academy welcomed the concept and immediately set to work figuring out the various elements involved in building a new curriculum from the ground up. To

begin with, the school had to decide what course the GCC would fall under; eventually, it was decided to incorporate it into the existing AP Comparative Government and Politics course offered at both schools.

“We thought it would work under AP Comparative Government and Politics because it focuses on ethics and similar issues,” says King’s faculty member Katelyn Schoenike who teaches the course.

Faculty from the two schools, including Schoenike and her counterpart at King School, worked all summer on developing the pilot course’s content and curriculum, in collaboration with GCI and assisted by the Harvard Graduate School of Education.

The course launched in the fall 2021 semester with 11 students from King’s Academy and 12 students from King School enrolled. A key component of the program is joint classes with both groups of students. Therefore, every two weeks the students met virtually to participate in Harkness discussions related to the units and reading being done in class, as well as other activities that allowed them to examine real world issues from a cross-cultural perspective and learn new approaches to problem solving and project design.

“I have been so impressed by how willing our students are to not just talk about the content, but to talk about personal experiences,” says Schoenike.

“It becomes a lot more about what part of those life experiences are unique to each of us, and applying that to the content, which is really important.”

Other times, discussions center on shared experiences, explains Schoenike, which has made the students realize how small the world really is. “The first time the two groups met we talked about political socialization, where we get our ideas of ethics and morals, and how we are politically socialized within our environment,” she recounts. “They

have our voices heard and also have discussions you would otherwise never find in any other environment,” Helmi adds.

Schoenike believes that the content and design of the GCC is helping to empower her students, who come from different countries and backgrounds, to talk candidly about issues — such as political corruption in their countries — that are really personal to them.

The course has helped demonstrate how complex different government systems are, according to Muhammad

concepts,” says Helmi. “The King’s community tends to be quite Westernized, but we also focus a lot on the Middle East and integrate those two societies as well as we can.”

“In the West, there is the concept of Orientalism when they think of the East, which can often be quite derogatory,” she continues. “So, when we discuss a country, like Iran — which is the only ‘Middle Eastern’ country in the course but is very authoritarian compared to Jordan — we try to have discussions to mitigate [those negative perceptions].”

all said: family and religion. Even though family and religion might look different to each, but the core idea of what we experience is the same.”

Maya Helmi ’22, a Palestinian and self-confessed political science junkie, knew the course was something she wanted to be a part of. “When I saw that the course had an international partnership I thought, having the opportunity to meet with people from around the world with very different viewpoints, just having that element of diversity in a class would be amazing.”

“Although the logistics of meeting with the other class after school [due to the time difference] with all of our other responsibilities was challenging, it was worth it because it allows us to

Mushoffa ’22, a native of Indonesia who lived in Saudi Arabia before moving to Jordan. “They are very complicated,” he says of the case studies they have examined in the course. “I read the news, am interested in business and the world and how it works in general, so I like how I can apply the course material into more clearly understanding what I hear on the news.”

With the curriculum teaching examples of different political institutions around the world, such as those in Mexico, China, Nigeria, the United Kingdom, Russia and Iran, it has led to some interesting conversations between the students.

“We’ve been culturally realistic when talking about political issues and

A key component of the GCC curriculum has been a group project teaming up students from both countries to design a project that addresses a real-world issue related to two of the countries covered in the AP course, investigate the issue, and design a prototype solution to it, which they must then launch in one of their countries.

“I thought it was really interesting how we combined our ideas to work on a project to tackle one idea that is really big,” says Mushoffa. “You are hearing different perspectives from people on the other side of the world — I love hearing new perspectives; that is what captivated me about this course.”

SCHOOL NEWS

in brief

DANCE STUDENTS PERFORM AT NATIONAL GALLERY OF FINE ARTS

King’s Academy dance students performed to a public audience at the Jordan National Gallery of Fine Arts as part of the Sadeem Dance Concert. The performance was choreographed by King’s dance coordinator Ryuji Yamaguchi and the dancers’ costumes were designed by art teacher Laila Demashqieh inspired by traditional Palestinian embroidery designs and embroidered by Tiraz Center.

KING’S STUDENTS VOLUNTEER TO ACT AS STUDENT ADMISSION AMBASSADORS

This year, 11 Upper School and Middle School students volunteered to work with the Office of Admissions and Financial Aid as official Student Admission Ambassadors (SAA). SAAs are current King’s students who embody the values of King’s and volunteer their time to speak with prospective students and families, take them on tours around campus, host them on shadow days, and generally answer all of their questions about being a King’s student.

ENVIRONMENT CLUB LAUNCHES PETITION TO SAVE JORDAN’S BIODIVERSITY

Last summer, the King’s Academy Environment and Sustainability Club launched a change.org petition directed to Jordan’s prime minister to garner support against planned deforestation of hundreds of trees in Naour Forest and to stop copper extraction in Dana Biosphere Reserve. Over 5,000 people signed the petition before the government responded. As a result of the petition, the Ministry of Environment allocated a plot of land in Naour Forest for King’s Academy to reforest, as well as provide saplings. Since then, the Environment and Sustainability Club has organized fundraising events to purchase water tanks and other tools needed to install an irrigation network that will support the young trees.

Students hold "smoothie" fundraiser

KING'S ACADEMY APPOINTS TWO NEW BOARD MEMBERS

In September, King’s Academy appointed two new members to its Board of Trustees – Chairman of Lionbridge Technologies, Inc. Rory Cowan and Executive Vice President and Middle East and North Africa (MENA) Managing Director of Booz Allen Hamilton Souheil Moukaddem.

A graduate of Harvard University, Cowan has held board memberships at the Dean’s Council for Harvard University's Kennedy School of Government and Deerfield Academy. He is an active investor with a focus on companies at the intersection of services and disruptive technologies and coaches CEOs in the technology and services industries.

Moukaddem is a leader in the field of strategy consulting for corporations and governments around the world. Since 2014, he has led Booz Allen in the MENA region and is the recipient of several awards including Booz Allen’s Excellence Award. Moukaddem holds a Master’s in public policy from Harvard University’s John F. Kennedy School of Government.

PARENTS’ BAKE SALE RAISES FUNDS FOR STUDENT ACTIVITY FUND

King’s parents got busy baking and buying to deliver a delicious spread of goodies at the annual Winter Holiday Parent Bake Sale that succeeded in raising an impressive 3,038 JD (US $ 4,285) for the King’s Academy Student Activity Fund. The Student Activity Fund ensures that students on financial aid have access to the same opportunities available to other students, guaranteeing an equal educational experience for all King’s students.

KING’S HOSTS ANNUAL CAREER FAIR

The Advancement Office in collaboration with the Parent Council organized the school’s third annual career fair in March with some 25 representatives of a diverse range of industries and careers participating in the event which took the form of discussion panels. The exciting line-up of professionals included HRH Princess Rym Ali who spoke to students about media and journalism, HRH Princess Nejla bint Asem on creative professions such as jewelry design, Ireland’s Ambassador to Jordan HE Dr. Vincent O'Neill on diplomacy and international affairs, and former minister and entrepreneur HE Marwan Juma on technology. In addition, many more highly esteemed professionals shared their knowledge on a wide range of industries.

Rory Cowan

Souheil Moukaddem

CLASS NOTES

2010

YAZAN ABU KHALAF

Yazan has been working at Christian Dior Couture in Dubai since 2017, and was recently promoted to manager of the women’s ready-to-wear department.

GHASSAN GAMMOH

Last fall, Ghassan left King’s Academy where he has worked since 2014 and moved to the United Arab Emirates to work at the American School of Dubai. Ghassan has been teaching AP Economics for the first time and is loving it. He is also enjoying the opportunity to reconnect with other alumni living in Dubai.

HALA HALASEH

After living in Dubai for the past few years, Hala recently moved to Malta where she is working for Deloitte Digital. Last year, Hala won the President’s Club Award for outstanding performance.

RNAD SALAITA

Rnad is pursuing a Master’s degree in global human development with a specialization in education and human capital at Georgetown University. She has also interned at the Mind, Behavior and Development unit at World Bank Group where she conducted research and literature reviews on various topics.

2011

REEM ALHADDADIN

Reem works with the West Asia-North Africa (WANA) Institute in Amman as a sustainable development researcher where she looks for ways to advance sustainable green thinking in Jordan through initiatives that connect with different levels of the community. See Beyond King’s article on page 54

LEEN HAJJAR

Leen has recently launched an Instagram page called "Our Arabian Lens" (@ourarabianlens). This page aims to provide positive representations of the Arab world by showcasing people, places and culture that go beyond common misperceptions.

MALIK JABORI

After acting as a consultant to the Iraqi government in public private partnerships and investment, Malik decided to go back to school. He is currently in his second year of

doctoral studies in commercial law specializing in partnerships and public procurement at the University of Hull. His thesis aims to develop a new framework and policy in providing services and infrastructure projects in Iraq. He recently had an article published in the European Procurement & Public Private Partnership Law Review titled “Iraq - Conflicts, Protests and Bad Management: Is There a Way Out for Iraq’s Public Procurement Problems?”

BARIK MAHADEEN

Last year, Barik joined Generations for Peace (GFP) as a senior policy research specialist. In this role, he is responsible for developing, coordinating, and implementing policy research in the fields of peace building and conflict. His work also entails leading on the production of relevant policy analysis and guidance, the development of policy messaging, as well as the support for the development and implementation of advocacy/thought-leadership strategy at GFP.

selected by the World Economic Forum as a Technology Pioneer, and is a recipient of The Brain Institute ONtrepreneurs Award. selected by the World Economic Forum as a Technology Pioneer, and is a recipient of The Brain Institute ONtrepreneurs Award.

FAHER ELFAYEZ

Faher graduated with a Master's from Georgetown University in 2019. She is currently based out of Washington, D.C., and works in communications and knowledge management for the World Bank Group. Prior to joining the World Bank three years ago, she worked as a communications officer at the Jordanian Embassy in Washington.

HAMZEH QUDAH

After working for several years at NGOs in the humanitarian field, Hamzeh returned to King's as a faculty assistant in 2020 and then became a faculty member in the Department of History, Religion and Society in 2021. He is also house head of Mizan.

2012

KAREEM AYYAD

Kareem has been working on multiple prototypes of a BrainOS (Brain Operating System) that expands the way humans interact with computers, each other, and the world! His day job is running a software development company, DSGN ST., which builds mobile apps, websites and enterprise solutions. He is a winner of the NASA Space Apps Challenge,

SHUROUQ HIJAZI

Shurouq was recently promoted to senior manager at KeyData Associates in Toronto. She is currently planning to start her own consulting company in the near future. When she reflects on her time at King’s, she misses the class trips and group trips during spring break the most.

RAMZI MANNEH

Ramzi works as the head of business development and innovation at OMCE Jordan. He is also empowering retail traders by leveraging AI and data analytics through Hummingbird+, an AI data-driven platform he founded that helps individuals looking to achieve financial independence through day trading, swing trading and long-term investing in stocks, options and cryptocurrencies.

Barik Mahadeen ’11 attending the IISS Manama Security Dialogue

Faher El Fayez ’12

2013

SHAHD AL-JAWHARI

After teaching math at King’s for four years, Shahd moved into a new teaching position at the Oregon Episcopal School in Portland last fall.

TAMARA NASSAR

Tamara is in her fifth year as an associate editor of The Electronic Intifada, the leading English-language online publication focused on Palestine, its people, politics, culture and place in the world.

HEIDI HANKIN WEST

Heidi lives in Minneapolis with her husband, and she is currently studying to get her Master's degree in mental health counseling. She recently started an internship at a nonprofit that provides mental health services for children and adolescents.

NORA NESHEIWAT

Nora earned a Master’s degree in genetic counseling from the Icahn School of Medicine at Mount Sinai in New York City in May 2020. She now works as a board-certified genetic counselor at Columbia University Irving Medical Center where she helps diagnose, manage and counsel families with complex genetic conditions.

NOOR SHUQAIR

LEEN MADANAT

Leen is making a career shift from KPMG to Kearney, where she is joining their digital practice to deliver data and analytics projects across the GCC region. She encourages anyone looking to enter management consulting to reach out to her. She has also been doing “crazy hikes” and outdoor activities.

MAYSS AKASHEH

Upon graduating with a law degree from the University of Nottingham, Mayss moved to Los Angeles and did an LLM in business law with a specialization in taxation. She sat for the New York bar exam in 2018 and was sworn in as an attorney and counselor at law in New York in 2019. Mayss worked for a year in San Diego before receiving a training contract with Stephenson Harwood LLP where she is currently a trainee solicitor. After completing a year with the firm's Dubai office, she will be moving to their London office to work in commercial litigation.

RAKAN ALIREZA

Rakan graduated in 2018 from Hult International Business School with a Bachelor’s degree in marketing. He is excited to announce that he managed to qualify for the Winter Olympics as the first Saudi crosscountry skier with only five months of training.

Noor obtained her Bachelor of Pharmacy in Jordan, and is currently doing a Master’s degree in industrial pharmacy in Düsseldorf. She is also interning at a pharmtech company in Germany.

ZAIN KOSSOUS

After finishing her courses for a Masters in Sustainable Architecture and Landscape Design from Politecnico di Milano, Zain embarked on a research journey for her thesis project at the Dead Sea. She felt a calling to study her Madabawi roots from the lowest point up and was immediately devoted to the landscape. Zain was granted a Thesis Abroad Scholarship by her university and was able to set up her work office at the Royal Society for the Conservation of Nature's (RSCN) Mujib Chalets, which allowed her to listen to the needs of the landscape from a close proximity to produce her ongoing thesis topic: "Soundscapes in Sacred Landscapes". Zain was also invited to renovate the chalets’ restaurant space, her first solo project.

JALIL KHOURY

Since graduating from Northwestern University in 2019, Jalil has been working at JPMorgan Asset Management in Chicago, covering institutional clients in the Midwest region of the United States. Later this year, he will be moving to New York City to continue working in this industry. He asks fellow alumni in New York not to hesitate to get in touch.

LARA LABABDEH

Lara has been with the World Health Organization in Amman since 2020 and was promoted this year to project support officer. Her work is geared towards promoting and supporting the WHO’s Yemen Emergency Health and Nutrition Project.

RAHAF QURAN

Rahaf has earned her Master’s degree in law from the University of Jordan, and has started a new job as a diplomatic attaché at the Jordanian Ministry of Foreign Affairs. After finishing her one-year training, she will start her journey in Jordanian embassies all around the world, and is excited to embark on this new adventure.

FAROUQ SULEIMAN

Farouq is based in Virginia and was recently promoted to senior talent acquisition specialist at VSE Corporation. He also attended the King’s alumni reunion in Washington, D.C. in November 2021.

SARAH TAHA

Sarah joined Stanley Black & Decker (SBD) in 2019 as part of a two-year leadership program, and gained experience in research, strategy, design thinking and venture creation. Post program, she joined Stanley X, the innovation business of SBD as an incubation strategist responsible for running the incubations and designing concepts for future digital products.

Mayss Akasheh ’14

Sarah Taha ’15 (right)

Leen Madanat ’15 hiking at Ras Al Khaimah, UAE

Rakan Alireza '14 qualifies for Winter Olympics cross country skiing

2016

ADHAM ABU ABAILEH

In 2020, Adham’s first research paper was published by the American Society of Civil Engineers in their Practice Periodical on Structural Design and Construction, and his second research was published by the American Concrete Institute in their Structural Journal. In January 2021, Adham rejoined Bradley University to pursue a Master's degree in structural engineering. Adham’s work with AKRF Inc. on the Well Farm at Voris Field was completed in 2021 and produced high quality proof of the efficiency of green infrastructure in managing stormwater. This project has been awarded multiple prizes and recognitions.

KINDA ABU HAWASH

After graduating from Union College in 2020 with a degree in mechanical engineering, Kinda accepted a position at Peacock Colors Company Inc, a plastics colorant manufacturer, and moved to the greater Chicago Area for this position. After one year she was promoted to supply chain and office manager. In October 2021, she joined the board of directors of the Society of Plastics Engineers (SPE) Chicago section as a director. In February 2022, she was awarded the Plastics News 2022 Rising Stars award, which recognizes the best and brightest people, 35 and under, on the path to becoming plastics industry leaders.

WASAN AL-DALABEEH

Wasan is in her final year of studying medicine at The Hashemite University and will be officially known as Dr. Wasan in June! Wasan says her time at King's was filled with personal growth and amazing support from teachers, advisors and peers. She is especially grateful for the principles and values she learned at King's.

WHITNEY ANDERSON

Whitney is pursuing a Master's degree at Brigham Young University in applied mathematics and is training to be a data scientist. When she isn't up to her eyeballs in equations, she's performing with a cappella group BYU Noteworthy, writing and recording music. She wants to visit Jordan as soon as she can.

SARAH MADANAT

After graduating from Marymount University in 2020 with a degree in communications, Sarah started working in PR and communications in the United Arab Emirates, where she represents global luxury brands. From fashion brands to travel, luxury lifestyle to hospitality clients, her portfolio has included brands such as Hotel de Paris in Monte Carlo, Waldorf Astoria Maldives, B&B Italia, Chivas, LINDBERG and more.

2017

HAMZA AL-DAOUD

Hamza graduated from Jacobs University in Bremen in 2021, with a Bachelor’s degree in industrial engineering and management.

LEEN AL-ZU'BI

Leen graduated from Carleton University a year early in 2020 with an HBA in law. After graduation, she spent nine months trying to land a great job in the pandemic-afflicted job market. She finally got the job she wanted, and is working at a fintech start-up in Toronto, before she heads back to law school. Leen recently launched an entrepreneurial venture called The Pen Commandments, which is a writing, editing and content curation service that hires editors on a freelance commission basis.

MOHAMMAD DADA

Mohammad graduated from Purdue University in 2021 with a major in general management. He works as a sales manager at Dada Group, a family business specializing in manufacturing and distributing home appliances in Jordan, and is working to expand the market share of brands in Jordan through sales enhancement techniques and strategies.

DINA KUTTAB

Dina graduated from Princeton University in May 2021 and moved to Washington, D.C., where she works in management consulting. She has particularly enjoyed reconnecting with other King’s alumni in Washington.

SANDRA MADANAT

Sandra

ANAIS AMER

Anais is a senior at Wellesley College majoring in Middle Eastern studies with a focus on cinema and film.

FARAH HANANDEH

After graduating from Queen Mary University of London with a Bachelor’s degree in engineering last spring, Farah moved back to Amman and started working at Bank al Etihad as an associate business analyst.

JOUMAN HAWARI

Jouman is all set to graduate with her Bachelor’s degree this spring from Selçuk University where she has been studying gender, culture and society.

NOUR AL KARADSHEH

Nour, who is studying architecture and interior design at German Jordanian University, is currently doing her year in Germany. She did her study semester at a German university and has joined Vivo Tech GmbH in Düsseldorf to do her internship semester as a retail designer. Nour credits King’s for all the skills and opportunities it gave her, adding that King’s prepared her well for life after school. Nour plans to return to Jordan, graduate then work abroad again.

is in her final year at Bucknell University.

Sarah Madanat ’16 at the Grand Opening of B&B Italia

Dina Kuttab ’17 (right)

Leen Al-Zu'bi ’17

Nour Al Karadsheh ’18 at the Wonder Experience Museum in Amsterdam

ZIMING LI

Ziming will graduate from the University of Pittsburgh this year with a Bachelor’s degree in microbiology with a certificate in conceptual foundations of medicine. She has also been working in Pradhan-Sundd's lab at Pittsburgh Heart, Lung and Blood Vascular Medicine Institute. This year, her first co-authored article, “Intravital imaging reveals inflammation as a dominant pathophysiology of age-related hepatovascular changes,” will be published in the American Journal of Physiology-Cell Physiology

YUJUNG PARK

Yujung is a senior studying biomedical engineering and business management at the Hong Kong University of Science and Technology. Her interest in finance led her to explore investment banking and she recently completed an internship at J.P. Morgan and is excited to return as an analyst after graduation. Yujung is also working on her own start-up and management consulting projects.

2019

NATASHA BAKRI

Natasha, who is studying at the German Jordanian University, spent a semester at the University of Bologna thanks to an Erasmus+ scholarship. In addition to the wonderful Italian cuisine and the mesmerizing Italian cities she got to visit, she made friends from all around the world. Natasha says she is grateful to King's for preparing her for life away from home, and for empowering her to represent Jordan.

Firyal is finishing her second year at UCLA where she is studying international development and labor studies. She is working as a staff member on two research projects and researching and producing an episode about the Yazedi genocide in Iraq for a mini docuseries. She is contributing to a publication for the Luskin School for Public Affairs on the dynamics of soft power in the Middle East.

DARIO POMAR

Darío is finishing his third year as a law student at the University of Edinburgh. He served as president of his university’s Students for Justice in Palestine society this year and he has just been elected president of the university’s Law Student Council for next year.

HADEEL SHWWA

Hadeel is finishing up her sophomore year at Smith College after getting engaged “to the most wonderful human being” last summer. Over the summer, she is looking forward to a special opportunity doing research about water purification with a professor who studied environmental engineering at Stanford University.

2020

AYESH AWAD

Ayesh is currently a second-year student at Elon University, studying biomedical engineering and conducting undergraduate research.

ABDELHADI SHABAN

Abdelhadi is studying osteopathic medicine at the University College of Osteopathy. He is finding it “breathtaking” to learn about all the ways that one can heal the human body.

MAY ALZABEN ’20

It has been a transformative time for May. After finishing a foundation year in liberal arts and social sciences at King’s College London (KCL) she is now studying her favorite subject, English literature. Though she has been studying remotely for the past two years, she has still learned so much. She is more independent, closer to her family, and is pursuing new interests. She is a contributing poetry editor and writer for KCL’s The King’s Journal and has published her first article in student paper Roar News. She has also started her first job as a Peer-Assisted Learning Scheme Leader, and rekindled her passion for yoga that she discovered at King’s.

“King’s did a lot for me,” she says. “It’s truly the place where I feel like I flourished.”

She found a voice there, and confidence, she says. She found this through “every beautiful thing the school lovingly offered me.” Through the educators who taught her so much, through her advisor Juman Dairanieh (“thank you for the incredible advice and many heartfelt laughs, Ms. Juman!”), and friends who have become soulmates.

In conclusion, May found life at King’s Academy. Pure, free-spirited, buzzing life. At open mic nights, weekend trips, college meetings (“you will forever be the person who helped me reach my potential, Ms. Bethany.”), on-campus events, and in-dorm camaraderie. She found it in theater, in AP English Language and Composition (“thank you for your generosity and your tremendous support, Ms. Elizabeth!”), and in Advanced Seminar: Provocative Voices in Literature (“thank you for your wonderful insights that I still learn so much from, Mr. Steve.”). She found life in all these and more.

May urges current King’s students to enjoy finding themselves here, too. To enjoy expanding their comfort zones and re-emerging not only as who they are, but who they want to become. She promises that they will find something to hold on to the way she did, and still does.

FIRYAL BAWAB

Natasha Bakri ’19 on a visit to Venice

Hadeel Shwwa ’19’s engagement party

Firyal Bawab ’19

Zaid Kakish ’19

IN MEMORIAM

he King’s Academy community was deeply saddened in March upon learning of the tragic and untimely loss of a beloved member of its family, Zaid Kakish ’19.

During his four years at King’s, Zaid was a much-loved student and friend who demonstrated a great deal of care for his fellow King’s community members as well as his wider Jordanian community. He could always be counted on to be there for his friends, in the good times and the bad, to listen and offer sage advice — his was a shoulder to lean on. Everyone who knew him enjoyed the embrace of his warm heart, thoughtfulness, fun-loving energy and compassionate spirit, which he put to good use at school where he was active in multiple service initiatives, and in the wider community where Zaid had worked as a community volunteer for several years with the Jordan Youth Leadership Program, which helps unprivileged families in the Jordanian community.

Zaid was a talented, ambitious and accomplished student whose dream was to be a pilot. He had been pursuing a degree in aerospace engineering with a concentration in aeronautics at Embry-Riddle Aeronautical University in Florida. Zaid's loss is deeply felt, and he will be greatly missed.

Some of those closest to Zaid share words of farewell.

Nadim Billeh ’19

We are all proud of you, what you were and what you will always be. Before you, fate and its mysteries were bitter. After you, they became sweet. Now let us follow your example, until our day comes, and our journey is complete.

Trust but verify. To board your plane, we cannot wait, only those who trust that angels fly. When you woke me up the day my father passed away, I trusted you. Now you took off, I verified. Our time will come, and as sudden as it might be, you will not forget to prepare us a free seat. Your plane fits no luggage but only the good souls, some of your friends, and their unaccomplished goals.

Your plane knows no age, the young and the old, you will take them to the destination you were told. When we board your plane, we can only look below. Pitying those who think they know.

The smartest human, and their biggest brain, will leave their body and board your plane. I will hear your unique laugh and follow your lead, just take me somewhere with a unified creed.

I wanted to grow old with you. Now, we have a change of plan! Soar high habibi, pick me up when you can. While the others remain, and of death are afraid, for me I know my pilot is Zaid.

Mu'nis Mhiedat, Zaid’s advisor at King’s and faculty member in the

Department of Communication, Rhetoric and the Literary Arts (CRLA-Arabic).

Zaid Al-Amarat '19

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