Systematic Violation of Palestinian Children’s Right to Education: Military Interventions, Settlement Policies, and the Destruction of Educational Infrastructure

Mehmet Kart

Makale detayları

Systematic Violation of Palestinian Children’s Right to Education: Military Interventions, Settlement Policies, and the Destruction of Educational Infrastructure

Yazarlar:

Mehmet Kart

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Eğitim Programları ve Öğretim (Diğer) | Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.11 Issue Filistin Özel Sayısı, pp.87-105

Belge Tipi:

Makale

Yayın Tarihi:

2/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001341352

pISSN:

2149-0767

Anahtar kelimeler:

Özet:

 This study comprehensively examines the systematic impact of Israels military interventions, settlement policies, and destruction of educational infrastructure on the right to education of Palestinian children. Employing a descriptive research design and qualitative research methods, the study is based on international reports, literature reviews, and secondary data analyses. The findings reveal that children in Gaza and the West Bank face both physical and psychosocial barriers to accessing education. It was found that over 782,000 students across Palestine are deprived of educational access, while more than 45,000 first-grade students in Gaza were unable to start the school year. Additionally, during the 2023-2024 military interventions, over 180 schools in Gaza were completely destroyed, and 60 of the educational infrastructure became unusable, adversely affecting students academic performance and socio-economic development in the long term. More than one million children were found to be experiencing serious psychosocial issues such as war-related trauma, depression, and social isolation. These findings indicate that merely repairing physical infrastructure is insufficient to ensure full participation in education; comprehensive psychosocial support programs are also necessary. The study demonstrates that international interventions predominantly provide short-term solutions and fall short of achieving lasting impact. Sustainable reconstruction of educational infrastructure and the long-term integration of psychosocial support mechanisms are crucial for the successful inclusion of Palestinian children in the educational process. This study contributes to the existing literature by highlighting that violations of the right to education are not limited to physical infrastructure but also encompass childrens psychosocial well-being and integration into educational processes. Future research should consider both the physical and psychosocial dimensions of education and develop long-term solution strategies with a holistic approach.

 This study comprehensively examines the systematic impact of Israels military interventions, settlement policies, and destruction of educational infrastructure on the right to education of Palestinian children. Employing a descriptive research design and qualitative research methods, the study is based on international reports, literature reviews, and secondary data analyses. The findings reveal that children in Gaza and the West Bank face both physical and psychosocial barriers to accessing education. It was found that over 782,000 students across Palestine are deprived of educational access, while more than 45,000 first-grade students in Gaza were unable to start the school year. Additionally, during the 2023-2024 military interventions, over 180 schools in Gaza were completely destroyed, and 60 of the educational infrastructure became unusable, adversely affecting students academic performance and socio-economic development in the long term. More than one million children were found to be experiencing serious psychosocial issues such as war-related trauma, depression, and social isolation. These findings indicate that merely repairing physical infrastructure is insufficient to ensure full participation in education; comprehensive psychosocial support programs are also necessary. The study demonstrates that international interventions predominantly provide short-term solutions and fall short of achieving lasting impact. Sustainable reconstruction of educational infrastructure and the long-term integration of psychosocial support mechanisms are crucial for the successful inclusion of Palestinian children in the educational process. This study contributes to the existing literature by highlighting that violations of the right to education are not limited to physical infrastructure but also encompass childrens psychosocial well-being and integration into educational processes. Future research should consider both the physical and psychosocial dimensions of education and develop long-term solution strategies with a holistic approach.

 This study comprehensively examines the systematic impact of Israels military interventions, settlement policies, and destruction of educational infrastructure on the right to education of Palestinian children. Employing a descriptive research design and qualitative research methods, the study is based on international reports, literature reviews, and secondary data analyses. The findings reveal that children in Gaza and the West Bank face both physical and psychosocial barriers to accessing education. It was found that over 782,000 students across Palestine are deprived of educational access, while more than 45,000 first-grade students in Gaza were unable to start the school year. Additionally, during the 2023-2024 military interventions, over 180 schools in Gaza were completely destroyed, and 60 of the educational infrastructure became unusable, adversely affecting students academic performance and socio-economic development in the long term. More than one million children were found to be experiencing serious psychosocial issues such as war-related trauma, depression, and social isolation. These findings indicate that merely repairing physical infrastructure is insufficient to ensure full participation in education; comprehensive psychosocial support programs are also necessary. The study demonstrates that international interventions predominantly provide short-term solutions and fall short of achieving lasting impact. Sustainable reconstruction of educational infrastructure and the long-term integration of psychosocial support mechanisms are crucial for the successful inclusion of Palestinian children in the educational process. This study contributes to the existing literature by highlighting that violations of the right to education are not limited to physical infrastructure but also encompass childrens psychosocial well-being and integration into educational processes. Future research should consider both the physical and psychosocial dimensions of education and develop long-term solution strategies with a holistic approach.

 Bu çalışma, İsrailin Askerî müdahaleleri, yerleşim politikaları ve eğitim altyapısının tahribatının Filistinli çocukların eğitim haklarına sistematik olarak verdiği zararı kapsamlı bir şekilde incelemektedir. Betimsel araştırma tasarımı benimsenerek ve nitel araştırma yöntemi kullanılarak gerçekleştirilen çalışma, uluslararası raporlar, literatür taramaları ve ikincil veri analizlerine dayanmaktadır. Araştırmanın bulguları, Gazze ve Batı Şeriadaki çocukların eğitime erişimlerinde hem fiziksel hem de psikososyal engellerle karşılaştığını göstermektedir. Filistin genelinde 782.000den fazla öğrencinin eğitime erişimden mahrum kaldığı ve Gazzede 45.000den fazla birinci sınıf öğrencisinin eğitim yılına başlayamadığı saptanmıştır. Ayrıca, 2023-2024 Askerî müdahaleleri sonucunda Gazzede 180den fazla okulun tamamen yıkıldığı, eğitim altyapısının 60ının kullanılamaz hâle geldiği, bunun da öğrencilerin akademik başarılarını ve sosyo-ekonomik gelişimlerini olumsuz etkilediği tespit edilmiştir. Bir milyondan fazla çocuğun savaş travmaları, depresyon ve sosyal izolasyon gibi ciddi psikososyal sorunlar yaşadığı belirlenmiştir. Bu bulgular, çocukların eğitime tam katılım sağlayabilmeleri için yalnızca fiziksel altyapının onarımının yeterli olmadığını, ayrıca kapsamlı psikososyal destek programlarının da devreye alınması gerektiğini göstermektedir. Araştırma, uluslararası müdahalelerin çoğunlukla kısa vadeli çözümler sunduğunu ve kalıcı etki yaratmada yetersiz kaldığını ortaya koymaktadır. Eğitim altyapısının sürdürülebilir bir şekilde yeniden yapılandırılması ve psikososyal destek mekanizmalarının uzun vadeli olarak entegre edilmesi, Filistinli çocukların eğitim süreçlerine başarılı bir şekilde dâhil olmaları açısından kritik bir öneme sahiptir. Bu çalışma, eğitim hakkı ihlallerinin yalnızca fiziksel altyapıyla sınırlı olmadığını, aynı zamanda çocukların psikososyal iyilik hâlleri ve eğitim süreçlerine entegrasyonlarının önemli olduğunu göstermektedir. Gelecekte yapılacak araştırmalarda, eğitimin hem fiziksel hem de psikososyal boyutlarının bütüncül bir yaklaşımla ele alınması ve uzun vadeli çözüm stratejileri geliştirilmesi önerilmektedir.

Makale detayları

Systematic Violation of Palestinian Children’s Right to Education: Military Interventions, Settlement Policies, and the Destruction of Educational Infrastructure

Yazarlar:

Mehmet Kart

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Eğitim Programları ve Öğretim (Diğer) | Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.11 Issue Filistin Özel Sayısı, pp.87-105

Belge Tipi:

Makale

Yayın Tarihi:

2/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001341352

pISSN:

2149-0767

Educational infrastructure

military interventions

Palestine

psychosocial support

right to educationAskeri müdahaleler

eğitim altyapısı

eğitim hakkı

Filistin

psikososyal destek

Sayı

Makale detayları

Yazarlar: Mehmet Kart

Yayıncı: Kirsehir Ahi Evran University

Ana Başlıklar: Eğitim Programları ve Öğretim (Diğer) | Eğitim Üzerine Çalışmalar (Diğer)

Dergi: Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.11 Issue Filistin Özel Sayısı, pp.87-105

Belge Tipi: Makale

Yayın Tarihi: 2/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001341352

pISSN: 2149-0767

Sayı

Yazarlar:

Mehmet Kart

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Eğitim Programları ve Öğretim (Diğer) | Eğitim Üzerine Çalışmalar (Diğer)

Dergi:

Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi Vol.11 Issue Filistin Özel Sayısı, pp.87-105

Belge Tipi:

Makale

Yayın Tarihi:

2/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001341352

pISSN:

2149-0767