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PART I — GLOBAL OveRvIeW Soldiers inspect the site where an Israeli teenager was critically wounded when a projectile from Gaza slammed into a bus taking children home from school on 7 April 2011 near the Kibbutz of Nahal Oz, southern Israel. © 2011 Uriel Sinai/Getty Images 46
EDUCATION UNDER ATTACK 2014 Reported motives and perpetrators of attacks The reported motives for attacks on schools, students and teachers include, in no particular order, to: • destroy symbols of government control or demonstrate control over an area by the antigovernment element; • seize school or university buildings for use as barracks, bases or firing positions, or attack them because they are being used for these purposes by opposing forces; • block the education of girls; • block education that is perceived to impose alien religious or cultural values; • react against curricula that are perceived to meet the preferences of the elite or the majority group, or that portray certain identity groups in an inferior or hostile way; • prevent schools from teaching a language, religion, culture or history alien to the particular identity group; • restrict teacher trade union activity and academic freedom; • threaten a particular ethnic group; • abduct children for use as combatants, sex slaves or logistical support for military operations; or • raise money by extortion or ransom. The reported motives vary according to each context, but also may vary within each situation and there may be multiple motives for any single attack. For instance, in southern Thailand, the motive of ethnic Malay Muslim insurgent groups in attacking schools may stem from their perception that schools are being or have been used as a means to impose Buddhism, Thai language and Thai versions of history on ethnic Malay Muslims, but it may also be a means of challenging government control of the area. 60 Depending on the context, attacks may be carried out by any number of the following groups: armed forces (including international armed forces), police forces, intelligence services, paramilitaries and militias acting on behalf of the state, and armed non-state groups including rebel forces and any other armed 47
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eNDNOTeS 1 Malala Yousafzai with Ch
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eNDNOTeS where the government (unde
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eNDNOTeS 137 For a more in-depth di
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eNDNOTeS Cluster, October 2012), 4-
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eNDNOTeS 272 In September 1986, the
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eNDNOTeS 329 For instance, the Scho
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eNDNOTeS 404 UNSC, Children and Arm
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eNDNOTeS 484 Ibid. 485 Ibid., 359-3
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eNDNOTeS 568 Defensoría Del Pueblo
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eNDNOTeS Conflict: Report of the Se
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eNDNOTeS 736 HRW, Sabotaged Schooli
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eNDNOTeS 809 Farnaz Fassihi, “Reg
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eNDNOTeS rate attacks in Iraq,” X
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eNDNOTeS 1294 Ibid. 1295 The World
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eNDNOTeS pre-independence and South
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eNDNOTeS spark Arab Spring-style pr
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eNDNOTeS Aslan Amani, “Turkey’s
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eNDNOTeS 1737 “Yemen: Rebel Occup
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