Two J-K Teachers Dismissed Over Terror Links
In a major crackdown, two government school teachers in Jammu and Kashmir were terminated for allegedly radicalising students and working with the banned terrorist group Lashkar-e-Taiba (LeT). The case highlights concerns about extremist infiltration in educational institutions.
Who Are the Accused Teachers?
The dismissed teachers—identified as Abdul Qayoom and Tariq Ahmed—worked in Kupwara district schools. Authorities found they were indoctrinating students with extremist views and aiding LeT operations.
Their termination followed an internal probe under Article 311 of the Indian Constitution, which permits immediate dismissal for national security threats. Officials cited “anti-national activities” and “grave misconduct” as key reasons.
How Were They Radicalising Students?
Security sources allege the teachers:
– Promoted separatist ideologies in classrooms.
– Acted as LeT overground workers (OGWs), aiding recruitment.
– Exploited vulnerable students to join militancy.
A senior police officer stated: “Their influence went beyond ideology—they were grooming students for terrorism.”
Mixed Reactions to the Terminations
Support:
– J&K Education Dept: “Zero tolerance for threats to student safety.”
– BJP: Praised the move as a “strong message against anti-India activities.”
Criticism:
– Rights activists questioned the lack of a formal trial.
– Omar Abdullah urged caution: “Innocent until proven guilty.”
Bigger Issue: Radicalisation in Kashmir
This incident reflects Kashmir’s struggle with extremism in schools. Experts emphasize the need for:
– Counter-radicalisation programs in education.
– Mental health and community outreach to prevent recruitment.
What’s Next?
- Background checks for teachers in J&K.
- New student programs promoting critical thinking.
- Security probes into possible wider networks.
Conclusion
While the dismissals address an immediate threat, long-term solutions—combining education, security, and social reform—are vital to curb radicalisation in Kashmir.
