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.

摘要

边界冲突是国家间侵略的产物。边界不仅是邻国之间的物理障碍，而且是心理上的障碍。自1947年印度和巴基斯坦独立以来，查Ter和克什米尔联合领土（J＆K）一直处于敌对状态和流离失所。不确定性持续存在，尤其是对于边境地区的村庄，那里的射击事件非常频繁。在边界地区发生冲突时，儿童的权利，即生命权，受教育权，与家人和社区相处的权利，健康权以及被养育和保护的权利受到严重侵犯和损害。本文旨在了解边境冲突对查mu地区儿童教育的影响。本研究采用定性方法，其中 采访了居住在毗邻村庄中的30个年龄在10至14岁之间的儿童。现象学分析用于探索儿童的生活经历。这项研究的结果描述了边界冲突在四个方面的影响。（a）妨碍学校运作和学生生活；（b）由于对安全的高度关注而经常流离失所；（c）冲突期间维持教育的多重障碍；（d）儿童之间的愿望和希望错综复杂。（b）由于对安全的高度关注而经常脱臼；（c）冲突期间维持教育的多重障碍；（d）儿童之间的愿望和希望错综复杂。（b）由于对安全的高度关注而经常脱臼；（c）冲突期间维持教育的多重障碍；（d）孩子们的愿望和对未来的希望交织在一起。