Search

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.

Children living in border conflict areas of Jammu and Kashmir have been experiencing a continuous threat to life, insecurity, and witnessing violence due to border disputes between India and Pakistan. In this study, the authors utilised the social group work method to understand the issues and challenges faced by the children. Social group work practice plays a vital role in promoting the protection and well-being of children.Further, the need for collaboration has been discussed to enhance the protection and well-being of the children. Collaborative efforts among professionals, organizations, and communities have proven to be an effective catalyst in enhancing the outcomes of social group work interventions. This research article explores the significance of collaboration in supporting children's protection and well-being within the context of social group work. [ABSTRACT FROM AUTHOR]

Jammu and Kashmir has been experiencing border conflict since the partition of India (1947) into two sovereign states (India and Pakistan). Four wars have been fought between them and still the issue has not been resolved. Uncertain firing, the continuous threat to life, unsettled life, and restricted living conditions affects the quality of life of the common people living in villages near the International Border (IB) and Line of Control (LoC). The number of ceasefire violations in 2020 was the highest number of ceasefire violations in the past 16 years. People on both sides are the worst sufferers of the military aggression between the nations. Children living in such a volatile context lack the required developmental opportunities and their future is highly jeopardized. A serious commitment to the peacebuilding and reconciliation process is the way forward. Reconciliation processes like the Tashkent Declaration (1966), the Shimla Agreement (1972), and the Peace Bus service (1999) have been initiated but could not sustain peace for a longer period. This paper highlights the reconciliation process between the two countries and the need for a sustainable reconciliation initiative to secure the future of coming generations. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]