Structural violence and education collapse in Gaza: Systemic barriers to higher learning
Original framing: “How can students in Gaza continue to learn with no universities?” — Al Jazeera
The original framing omits the role of international universities in enabling the occupation through partnerships with Israeli institutions, the historical precedent of education as a tool of resistance in Palestine, and the potential of indigenous and community-led educational models. It also fails to highlight the resilience of Palestinian educators and students who have developed alternative learning systems under siege.
High structural omission detected in mainstream coverage.
This narrative is produced by Al Jazeera, a media outlet with a regional and global audience, often serving as a counterpoint to Western media. While it highlights the plight of students, it does not fully interrogate the geopolitical interests of Western powers in the region or the complicity of international bodies in enabling the occupation. The framing serves to humanize the victims but obscures the structural power imbalances that sustain the conflict.
The destruction of educational institutions in Gaza echoes similar patterns in Iraq, Syria, and Afghanistan, where education has been weaponized to suppress resistance and control populations. Historical parallels show that rebuilding education in conflict zones requires not just infrastructure, but also political will and international accountability.
The destruction of universities in Gaza is not an isolated tragedy but a systemic outcome of occupation, militarized geopolitics, and the marginalization of Palestinian knowledge systems.