The research is based on the hypothesis that schools are not merely a place to teach, and are not only meant to provide students with educationalcultural capital (regardless of the quality of this capital). Instead, due to their spread all over the West Bank and Gaza, they are qualified institutions which contribute to creating social capital in addition to educational cultural capital. This empowering social capital is embodied in phenomena manifested at different levels, including: a growing level of social solidarity, spread of voluntary work, importance of public health and environment, low crime level (thrift, violence), high level of political involvement (elections, protests), interest in culture, holding to values of liberation, democracy, social justice and equality, strong collective resistance to occupation, and high capability to face catastrophes and emergencies.
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