Personal Info
- Country of residence: Palestine
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We have always talked about Islamic poets who coincided with the poets of the occupied territories and the poets of the revolutionary tide, but they did not receive enough attention to show them as a poetic trend parallel to the secular leftist trend in the Palestinian literary renaissance under occupation.
But we did not talk about poets who abstained from collecting their poetry and assuming the status of a poet, in favor of the status of a preacher and educator. He abandoned the fame of poets in order to work on framing and preparing the atmosphere for an Islamic movement inside Palestine, specifically in Jabal al-Nar, Nablus and its environs.
I am almost certain that if our poet Naji Sobha, born in 1937 (younger than Tawfiq Ziad and Hanna Abu Hanna and older than Darwish, Al-Qasim, Rashid Hussein, and Gibran), had wanted to pay attention to renewal, modernization, and symbolization, he would have accompanied these poets in fame... until he devoted himself to education, construction, education, and religious and national mobilization. He built a generation that rejected the occupation and its violations with his hands, not his hair. He himself embodied the role of the “organic intellectual” and his theory, which was originally issued by a Marxist thinker, Antonio Gramsci, but in the capacity of the “intellectual preacher”... while the group of other poets devoted themselves to adopting national issues in their poems, and this is also a good thing, but it does not amount to the role of a He left poetry to educate, build, move, and incite..
You will not find much that was written about him as a poet, except what Hosni Adham Jarrar wrote in his book “Writers from the Mountain of Fire,” and then what some of his friends and children wrote about him and his poetry after his death.
Who is our poet?
He is a writer, a poet, a preacher, an educator, and a mujahid who adhered to Islam as a method, belief, and behavior. He was a silent preacher, a worker sincerely, a reformer with perfection. He left his mark on an entire generation that led society and created the Palestinian uprisings, setting an example among the peoples to indicate the importance of raising generations and investing in them for the sake of Palestine.
Naji Mustafa Abdullah Subha was born in the town of Anabta, Tulkarm District (this series included about ten poets from this village, which I wrote about here) in 1937, and he grew up in a religious countryside. He received his primary education in the village school, and studied secondary school in Al-Fadhiliyya School, from which he graduated with a high school diploma in 1955. He then worked as a teacher in a number of Palestinian schools, then moved to Damascus and studied his bachelor’s degree at its university, graduating in 1966. He joined the master’s program at the University of Jordan, but The 1967 war prevented him from arriving and communicating with the university. He was forced to return to education in Palestine, until he joined the master’s program at An-Najah University when he was 60 years old. He obtained his master's degree in 1999.
Professor Sobha, may God have mercy on him, was married and had ten sons and daughters. He taught in a number of schools, including Tal Secondary School (1955), Al-Ittihad Secondary School in Beit Iba (1963), Tulkarm Secondary School, and Al-Fadhiliya Secondary School. He worked as director of the National Renaissance College in Tulkarm for six years, and opened the Dar Al-Fikr bookstore in Anabta to sell books and stationery and spread awareness. . He then worked as librarian at An-Najah University since 1982, and as a lecturer at the university until 2002.
In his early youth, he belonged to the Muslim Brotherhood. The group chose him to join the Liberation Organization, but his arrest by the occupation prevented that. He contributed to unifying the group in the West Bank and the Gaza Strip under occupation, and participated in spreading its thought among the Palestinians inside, and he had a prominent role in establishing many religious, social, educational and charitable institutions.
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