Border Conflict: Understanding the Impact on the Education of the Children in Jammu Region

Autor/inn/en	Kousar, Raveena; Bhadra, Subhasis
Titel	Border Conflict: Understanding the Impact on the Education of the Children in Jammu Region
Quelle	In: Journal of Peace Education, 18 (2021) 1, S.48-71 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kousar, Raveena) ORCID (Bhadra, Subhasis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-0201
DOI	10.1080/17400201.2021.1873756
Schlagwörter	Conflict; International Relations; Psychological Patterns; Peace; History; Incidence; Childrens Rights; Access to Education; Student Attitudes; Phenomenology; Safety; Futures (of Society); Academic Aspiration; Foreign Countries; Dropouts; Geographic Regions; Pakistan; India + Suchen Sie Ihr Suchwort? Konflikt; Internationale Beziehungen; Frieden; Geschichte; Geschichtsdarstellung; Vorkommen; 'Children''s rights'; Kindesrecht; Education; Access; Bildung; Zugang; Bildungszugang; Schülerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; Sicherheit; Future; Society; Zukunft; Ausland; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Indien
Abstract	Border conflict is the product of aggression between the nations. Borders are not just physical barriers, but also psychological barriers between the neighboring countries. The Union Territory Jammu and Kashmir (J&K) is experiencing hostility and displacement since independence of India and Pakistan in 1947. The uncertainty continues, especially for the villages close to the border where incidences of firing are quite frequent. During conflict in border areas, the rights of a children i.e. the right to life, the right to education, the right to be with family and community, the right to health and the right to be nurtured and protected are severely violated and compromised. This paper aims to understand the impact of border conflict on the education of children in the Jammu region. This study adopted qualitative method in which, thirty children living in the bordering villages, of the age group between 10-14 years were interviewed. Phenomenological analysis is used to explore the lived experiences of the children. The findings of the study described the impact of border conflict under four sections viz. (a) disturbed school functioning and student hood; (b) frequent dislocation due to intense concern for security; (c) multiple impediments in sustaining education during conflict; and (d) tangled aspirations and hope for future among the children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01