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Saida Affouneh
Listening
to the Girls of Qurtoba School Presented to GCMHP's Fifth International Conference “Siege and Mental Health… Walls vs. Bridges” October 27-28, 2008 Gaza
– Ramallah Abstract Many reports have highlighted the violations of human right to life, health, and education during times of conflict. In the case of Palestine, where the conflict is continuing and taking different shapes, children have suffered from the impact of the conflict on their lives and development. Many reports show that girls and children are mostly affected by war and crisis as civilians, this article examines the case of Palestinian girls and the impact of the conflict on their lives. The article consists of four sessions. The first section provides some contextual information on the political situation in Palestine. The impact of the conflict from the eruption of the second Intifada will be discussed in the second section, while listening to the experience of Qurtoba school girls will be presented in the third section. The data was collected through interviewing the girls and teachers of Qurtoba School. The final section reflects on the developmental needs of the school girls and possible ways forward.
Introduction The Universal Declaration of Human Rights states, “Everyone has the right to education” (Article 26). Despite this declaration, the Palestinian's right to education has been denied for many decades due to occupation. The period from 1994-2000 was considered a reconstruction stage for the occupied Palestinian state. However, from 2000 until recent, an emergency situation has surfaced following the failure of the peace negotiations and the eruption of the Second Intifada. Many reports on the lives of the children in Palestine draw attentions to the violations of their rights to education, protection and freedom. The numbers of civilians killed or injured in war has risen astronomically in the last century. There are now more than 200 million girls living in countries that are either at risk of, in the midst of or emerging from armed conflict but rarely do we hear stories of how they experience war. Girls and young women have unique experiences of armed conflict because of their age and overwhelmingly because of their gender (Plan, 2008). Each conflict has its own circumstances and affects girls in different way. In the case of Palestine many girls have lost their right to education and health service due to the conflict. Little attention is paid to the psychological impact of the conflict on children in general and girls in particular. Children themselves have been subjected to different types of tortures and humiliations. Palestinian children were arrested, injured or killed. In times of conflict, gender sensitivity is not one the main priorities of statisticians. Number of killed, injured or detained children is reported in general, this is why it is not easy to report this kind of data. Emergency education is a new field emerged in the last 15-20 years. The main aim of this education is to ensure the right of education to children who live under crises such as war and naturals disasters (Pigozzi, 1999). Many challenges face this type of education due to the hardship in setting priorities during conflict. Sending children back to school, providing children with clean water and food or protecting children from being injured or killed, all of these needs a lot of efforts and huge fund, which to start first? , what is the priority? Many other questions faced organizations that work in this field and need an answer. Unfortunately, little attention is given to the psychological impact of conflict on girls’ development and social needs. In the case of Palestine, many girls have suffered from frustration, fear, withdrawal and violence, but for many reasons they kept silent and the problems became bigger and bigger. The case of Qortuba School is just given as one example of how girls suffer during the conflict and how they themselves express their journey to school every day as a journey of death. This paper
consists of four sections. The first section provides some contextual
information on the political situation in Palestine. The
impact of the conflict from the eruption of the second Intifada will
be discussed in the second section, while listening to the experience
of Qurtoba school girls will be presented in the third section. The
data was collected through interviewing the girls and teachers of Qurtoba
School. The final section reflects on the developmental needs of the
school girls and possible ways forward. Brief Background about the Political Situation in Palestine The Palestinian people have never had a state of their own. Palestine has been occupied by invaders more than fifteen times (Awwad, 1996). The Ottoman Empire had controlled the area for nearly 400 years until the end of the First World War. After the war in 1922 Britain took control over Palestine under what was known as the British Mandate, which lasted until 1948 (Said et al, 1990). Jewish people lived outside Palestine for nearly 2000 years; they began to settle in Palestine in the last years of the 19th century. In 1917 the British Balfour Declaration gave the Jews a promise to establish their ‘national home’ in the land of Palestine. Britain, during its Mandate over Palestine, gave all kinds of help and support for Jews to immigrate to Palestine. In 1947 the UN proposed the partition of the land for two states. At that time Britain ended its mandate and the West Bank (6,257km2) was annexed to Jordan and the Gaza Strip (378km2) came under the control of the Egyptian Administration (UNRWA, 2004; Adwan, 1998). In 1948 Israel proclaimed its independence and occupied 78% of the land of historical Palestine (27,000km2) and in 1967 Israel occupied the rest of Palestine. In 1987 Palestinian people began their Uprising (Intifada) when Israeli soldiers killed four Palestinian workers in Jabalia refugee camp in Gaza Strip. They used different kinds of struggle against occupation such as demonstrations, strikes and throwing stones. Awwad (1996) describes the Intifada as a national event where all Palestinians united and cooperated together against the occupation. Israeli military soldiers killed and injured many Palestinians while many others were in prisons for long periods or in exile outside Palestine. In 1993 the first Intifada ended since the PLO and Israel signed the Declaration of Principles on Interim Self - Government Agreement (Oslo Agreement). As a result, the Palestinian National Authority (PNA) was created in May 1994 to be responsible for education, culture, health, social welfare, tourism, direct taxation on the West Bank and the Gaza Strip. In 2000 the second Intifada started after the failure of the peace negotiations; Palestinians used different ways of protesting and showing their anger at the occupation such as throwing stones and demonstrations. Teenage school students participated in these kinds of activities as a way to show their love for Palestine and to free their land, and Israeli soldiers replied with live bullets and teargas (Save the Children, 2002).
The Impact of the Occupation on Palestinian Children after 2000 The second Intifada started in September 2000, more than 650 school students were killed, 3589 were injured and nearly 708 arrested by Israeli military forces (MoEHE, 2008). Many schools and houses were attacked. Students and teachers missed numerous classes as a results of curfews, closures and roadblocks (Affouneh, 2007). The teachers' and students' right for freedom of movement was violated. Many girls have been killed, injured or detained. The Israeli checkpoints and military obstacles through the West Bank and Gaza Strip make it extremely difficult for both students and teachers to reach their schools ( Murray et al., 2004). According to Save the Children
report (2004) student prisoners were subjected to different types of inhumane treatment ,
such as beatings , threats, sleep and food deprivation. This cause a continuing sense of fear,
helplessness withdrawal and self doubt. While many other students have witnessed the death
or injury of their family members or friends. Halstead & Affouneh (2006) refer to the impact
of the situation on the relation between the children and their parents
and teachers . Many parents felt powerless to help their children,
and more violence is inside
schools because of their inability to deal with the continuous violence
surrounding them. The impact of the Wall on education Israel built its “Apartheid Wall” in 2002. The Wall cuts through many Palestinian cities and villages like Jerusalem, Ramallah, Bethlehem, Tulkarem, Jenin, Salfit and Qalqilia. The construction of the Wall affects Palestinian life in general and education in particular by adding more obstacles to restrict the students’ and teachers’ movement. This violates their right to education. Nearly 2,898 school students are affected from building the wall. As an example in Nazlet Issa School, the children are forced to pass through one of the wall’s gates to reach their school, since the wall has separated the village from its school.According to a report prepared by the MoE (2007), Palestinians need a permission from the Israeli military to travel to their schools, universities and jobs. The Wall cause a disruption in the school system since the school schedules are interrupted, students and teachers are late at the gates of the Wall, therefore students spend more time at the checkpoints than in the classrooms (MoE, 2007). It is not only that students and teachers who face restrictions on their movements from and to their schools but also the distributions of the materials like textbooks and other equipment is delayed. The following are examples of some schools affected by building the Wall: Barta’a Sharqeih (Boys and Girls), Um al Rehan (co-ed), Khirbet Abdallah Alyounes (co-ed), Khirbet Thahr Al Maleh(co-ed), Khirbet Barta’a. Nazlet Eassa, Aziun Atmeh School. This situation affects boys and girls in general, but it is more difficult in the case of girls who live in communities that have no schools and must travel to other communities’ schools. In this case, some families stop their girls from going to schools for safety issues and cultural concerns and, as a result, girls are deprived of their right to education. In the Jenin district, nearly 75 students were forced to drop out of school because of the difficulties in reaching their schools every day. The majority of them were girls. There are six schools isolated from Jenin by the Wall. The students and the teachers are forced to cross the Wall (MoE, 2007). It is not only girls and their teachers cannot reach their schools on time, but also the quality of education that has been negatively affected. Due to the regular absence of teachers and students, the teachers cannot complete the curriculum assignment for the school year and many extracurricular activities are deleted such as after school clubs, field trips and summer camps. This affects girls since these extracurricular activities may be the only activities that girls participated in due to conservative culture and family restrictions. The building of the Wall thus violates the girls’ right to education in general and to a high quality of education in particular. The data was collected in 2007 as part of a bigger research carried out to study the impact of the occupation on girls’ education from the perspectives of both boys and girls. Seven schools were in the sample, three of them were male school and three were female while Qurtoba school was mixed. The schools were from Nablus, Ramallah and Hebron districts. Students speak of their feelings and experiences and talked about the impact of the siege on their lives in general and education in particular, as many girls talked I became very nervous, scared, and unable to eat, I hated my life. I lost my interest in school. I felt hopeless; I failed in my exams since I can't concentrate. I was ill for long time. I wish I could sleep safely without thinking and hearing the sound of shooting. We lost many days of the school year. The head teacher changed the daily time tables, and she shortened the school day. My grades became very low. I was unable to study. I just wanted to listen to the news.
I was scared all the time, crying without reason, I stopped going to
school for a while. When I went back I repeated the year. I could not
concentrate on school work. All the participants talked about suffering from psychological problems. They were scared, terrified, depressed, and felt hopeless all the time. They were unable to concentrate, unable to sleep at night and unable to eat regularly. In addition to similar impact on boys they also talked about different issues such as: I want to kill the soldiers that had martyred my brother. I think more about revenge and I don't care about school any more. I am not scared of them, only girls are frightened by the soldiers. I hate the soldiers, they took our house and now we moved to another house on the other side of the wall. I need to learn how to shoot to be able to defend my home.
I decided to throw stones at the soldiers. Sometimes I skip school to
do that [throw stones]. I want to get rid of them. I want to free my
home. The Case
of Qurtoba School Qurtoba School was established in 1971. Qurtoba School is a governmental school which lies in front of Beit Hadasa settlement in Hebron. It is an elementary school that used to be for girls, but now it is mixed for the first four grades. Al Shuhada Street, is the main road to Qurtoba School, is closed all the year and the children need permission to go through the outpost in the street leading to the school. After 1994, Hebron was divided into different areas H1 and H2. Al-Shuhada Street connects the two part of the city (H1& H2).The school is in H2 area and this makes it difficult to move freely from and to the school. The girls cannot reach the school easily. Forty of them pass through the checkpoint everyday and face different types of humiliations from the soldiers. Twenty-nine of the girls have to pass through the cemetery and faced different types of danger to avoid the settlement of Beit Hadasa. During the girls’ journey to and from school through the cemetery, some drunks and drug users attacked the girls, trying to obtain a sexual act or telling them unwanted sexual comments. The girls were frightened and due to the cultural context and societal attitudes they were worried about telling their parents but luckily some of them told the head teacher. There are now 119 children in the school, 87 of them are girls and 32 are boys. The number of teachers is 16.5 teachers. The rate of students per teacher is 7:2 comparing this to average rate in governmental schools, this number could deceive us since it is pretty good. Many students left this school because of the difficulties facing them on daily basis in their journey to and from the school. The Head of Education section in Hebron district did not advise the researcher to go there alone for safety reasons, so he arranged that Qurtoba School's guard to company the researcher. Analyzing the data collected from the interview with the head teacher of the school and the completed questionnaires of the girls of grade nine in the school and the analysis of a report written by the head teacher (Shareef, 2008) show us the following: The settlers
harass the children and the teachers regularly in order to force the
children and the teachers to leave the school in order to illegally
add it to their properties. The head teacher said that before she was
appointed for this position the number of girls in the school was 80
since many girls either dropped out or moved to another school to avoid
daily attacks from both the soldiers and the settlers. The head teacher
has worked very hard with peace activists to provide protection for
the girls of the school and encourage them to stay in the school, as
one girl said:
We don't want to leave the school for them. We will die inside the school
and not allow them to take it. Many times we were late to school in
the morning. Their dogs attacked us. The girls and teachers of this school not only have to face the Israeli soldiers’ attacks but they are also targets for harassment by the settlers living in Hebron (DFCI, 2005). Even the presence of the international observers does not help to protect the children. (In annex 3 some photos could be found of the girls pelted with stones and eggs from the Jewish settlers.) The teachers
and students of the school are attacked everyday during the school year
from the settlers of Beit Hadassa. The settlers regularly throw stones,
eggs and rubbish at the children and their teachers. The settlers swear
at them and force them to stand for many hours, so they can not reach
school on time. The girls and their teachers are harassed and abused
by the Israeli soldiers. As the following girls said:
On my way to school, the soldiers at the checkpoint threw stones
at me, and I was injured in my back. They also swore at me.
Once I was in school and at the end of the school day, the soldiers
closed the checkpoint and we were not allowed to leave the school. My
little brother in grade two was lost. He left school and we were scared.
We found him in the cemetery crying. The settlers have humiliated the teachers. One example is when they ordered them to memorize their identity card number as a condition for passing through the checkpoint. Girls' talk:
The settlers came to our school and they started to shout, kill the
Palestinians, kill the Palestinians. They threw stones at us and some
girls were injured.
They threw eggs at us, they insulted us. They attacked our teachers
in front of us. The girls and
their teachers faced at least one if not all of three types of checkpoints
everyday: flying checkpoints in Alrmeeleh hill stop cars from passing
to the Old City of Hebron. They check identity cards and stop children
from passing. The second type is Al Daboya checkpoint which prevents
Palestinians from passing through Al Shuhada Street and Al Karnita checkpoint
at the other end of Alshuhada Street. The third one is a metal detector
in al Shuhada Street where everybody needs to pass through. This one
is the most annoying one since it is very crowded and many times the
soldiers prevent the children from passing through to their school. The girls and their teachers face this every day. This kind of humiliation forces them to resist and refused to pass. Passing through the metal detector may cause some side effects in their health, in addition to the psychological impact. Many times the soldiers ask the girls to take off their shoes in order to pass the checkpoint. As a result of this situation, nearly all the girls suffer from psychological problems, as mentioned by the head teacher and according to their own words. The school system was negatively affected. The newly appointed head teacher took some steps to decrease the impact of the situation on the girls such as the head teacher reduced the school hours so as to prevent the meeting of the Palestinian girls with the settler children during school hours. The break time has been cancelled. The head teacher could not expand the buildings of the school, despite the fact that many classes are small, unsuitable and overcrowded. No extracurricular activity can take place after school hours due to the complexity of movement and safety issues to and from the school. The girls are unable to have physical education classes since the settlers can see and harass them. Despite the fact that these procedures might provide more safety for the girls of the school, this negatively affects the quality of education offered to them. So the head teacher and the girls talked about the urgent need for counseling to assist the children and increase their resilience strategies. The girls insisted on their need for learning English and Hebrew to be able to talk with the international supporters and the settlers. The head teacher built a high wall surrounding the school so the girls could play physical education classes without the disruption of the settlers, but still the girls are sitting in small classrooms since they cannot extend or build any more classrooms. Many girls talked about their needs to learn English and Hebrew to be able to understand the international supporters and to communicate with the settlers. They also insisted on their need for counseling. They have suffered on a regular basis from the settlers' abuse. The following are some accidents by date:
Education Priorities during Conflict Situation Asking children
about the priorities of education during conflict situation and about
their needs for new subjects that may help to reduce the impact of the
conflict on their lives, they all suggested new subjects such as sports,
arts and languages. Girls concentrated more on strategies and activities
to reduce their stress that are more fun, they stressed their needs
for counseling, while boys want to learn more about the conflict and
Palestinian history: We need to learn new things such as internet, drama, and swimming. We are fed up of the routine in the school work. They [teachers] cancelled the PE classes during the Intifada. It is better if they can reduce the exams.
I want to learn first aid, to be able to help injured people. I want
to learn how to swim but in a closed pool especially for girls. The
school they should teach how to swim. School is the only place that
we go, so this will be a great chance if we can learn new things.
I want to learn more about historical
Palestine. I want to learn Hebrew to be able to talk to the Israeli
soldiers in addition to play football, swimming and music. The subjects should be optional. I will choose to do more art. I would like to learn horse riding. We need many things but….. When girls were asked about their recommendations for schools, parents and the international community, they said that:
The data shows that all girls insisted on their need for having more fun inside their schools through play and sport activities. Many studies emphasize the need of children in emergency education for recreational and extracurricular activities. Art therapy could be another option to help girls in particular to get of their negative feelings. Schools have an important role in responding to the girls' needs since many girls do not have any other places to go except their schools, so this is the only place where they could have fun and enjoy, in addition to their homes. Conclusion Palestinian
children have talked about negative feelings, fear, isolation, helplessness,
hopelessness and low self esteem due to the continuing conflict.
Children tried to find their own strategies to cope with the situation
but they need to be trained and well educated about strategies for coping.
They talked about their need for more sport, art, and drama. They need
their parents and teachers to listen to them and respect their opinions.
Schools have a big role to support children in general and girls in
particular to find opportunities to reflect on and learn how to deal
with negative emotions and experience. They also need to learn more
about their rights for a better life and high quality of education.
International community could have a bigger role in this issue as qurtoba
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