Rey Ty Ties That Bind Social Volcano Topics Outline

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Transcript of Rey Ty Ties That Bind Social Volcano Topics Outline

  • 1. The Ties that Bind: Social Injustice, Armed Conflict, Transformative Peace Education, & Social Change in the Southern Philippines Rey Ty

2. Introduction

  • Through the eyes of a child the words rebellion, war, revolution,& conflicts made me wonder why these things happen.
  • I wish to see peace...
  • I have my own distinct passion for peace.

From an Artifact:(A Female Muslim Student Leader) 3. 4. Description: Philippine Peace Education Program at NIU 2003-2008

  • About 5-8 Adult Leaders
  • 124 Persons Trainedat NIU
  • More women!
  • April 2008: 27 more
  • Total: 151 (2008)
  • State Department Grant
  • Each year: 21-26 Youth/Student Leaders (15-17 Years Old)

5. 6. Purpose

  • 1. To depict theperceptionsof participants in the Philippine peace education programs at NIU, 2003 to 2007
  • 2. To investigate how the participantsget involvedin actually transforming a war-ravaged region

7. Framework

  • Freires Critical Pedagogy (1970)
  • Interpretation of Cultures, Thick Description (Geertz, 1973)
  • Stories, Live as Lived (Abu-Lughod, 1993)

8. Conceptual Framework PersonalCare Environmental Care InterculturalSolidarity & Common Humanity Human Rights & Responsibilities Justice & Compassion Conflict Resolution Peace 9. Conceptual Framework Conflict Resolution Non- Judicial Quasi- Judicial Judicial -Negotiations -Inquiry -Mediation -Conciliation -Arbitration -Adjudication -DomesticCourts -International Courts 10. Literature on the Components of Peace:45 Peer Reviewed Journal ArticlesAuthors Components Johnson & Johnson (2005) Rauch & Steiner (2006) United NationsUniversity for Peace (2007) Conflict resolution Negotiation and mediation Peace education Conflict resolution Constructive controversy discourse Values Civic values XJustice and compassion Common goals & fate Human rights and responsibilities Unity in Diversity Integrated school Development education and global learning Intercultural solidarity and common humanity Environment X Environmental education Environmental care The Individual X X Personal care 11. Literature on the Content of Peace Education: A Synthesis of Best Practices Issues Specific Actions Needed Authors Content Recognize shared valuesNolan (2007) Respect differences Nolan (2007) Analyze social systems Galtung (1969) Bischoff & Moore (2007) Challenge oppressive social structures Opotow, Gerson, & Woodside (2005) Inculcate values such as justice and human rights values Narsee (2005)Opotow, Gerson, & Woodside (2005) Promote mutual understandingMagolda (2002) Consider the historical and social contexts Jones (2005) Conduct needs assessment Jones (2005) Move toward moral inclusion Opotow, Gerson, & Woodside (2005) Work with community Bretherton, Weston, & Zbar (2005) Study the long-term impact Davies (2005) 12. Instructional Strategies of Successful Peace Education Programs: A Synthesis of Best Practices Issues Specific Actions Needed Authors Instructional Strategies Critical thinkingMahrouse (2006) Engage in active, practical learning Biachoff & Moore (2007) Be practical, not didacticWessells (2005) Use oral history Bischoff & Moore (2007) Listen to collective narratives Al-Jafar & Buzzelli (2004) Kupermintz & Salomon (2005) Critically assess the importance of cognitive, emotional, motivational or behavioral components Yablon (2007) Use technology Vrasidas & Associates (2007) Avoid Euro-centrismBerlowitz, Long, & Jackson (2006) Avoid blindly importing U.S. models Jones (2005) Ask participants what the content and methodologies they believe are appropriate Tatar & Horenczyk (2003) 13. Critique of the Literature

  • 1.Components of Peace
    • Gender!
    • Ethnicity, class, &religion !
  • 2.Content of Peace Education Program
    • Contextual!
    • Economic & Social Justice issues too
    • Armed conflict!
  • 3.Teaching & Learning Strategies
    • Must not just be reactive
    • Community based!
    • Workshops great but not all!

14. Methodology:Description of Site & Participants Interviewees Online Open-Ended Questionnaire Online Questionnaire Respondents Focus Group in Albuquerque, New Mexico Focus Group in Salt Lake City, Utah 1 A.A. 2 A.G.A.3 A.R.B. A.R.B. 4 N.D. N.D. N.D. N.D.5 M.K. M.K.M.K. 6 Tess D.L.7 L.J. L.J.8 J.L. 9 C.D.O. 10 L.D.O. 11 C.P. 12 S.R. (Anthro Pofessor) + Rommel 13 K.W. (Anthro Professor) K.W. (Anthro Professor) TOTAL 4 36/982003-2005 Batch 12/26 2005-2006 Batch3 3 15. Data Collection Procedures

    • Interviews
    • Focus Groups
    • Observation
    • Artifacts
    • Online Qualitative Survey Questionnaires

16. Data Analysis

    • Open Coding
    • Predominant Coding Categories
    • Inductive Analysis

17. Total Number of Actual Respondents (Batches 2003-2005)

  • Questionnaire 1
  • Respondents
    • 36/98 Total # of Participants Replied

Total Number of Actual Respondents (Batch 2006-2007)

  • Questionnaire 2
  • Total # of Participants: 26
  • 11 Respondents from Participants, Faculty & Staff

18. Online Questionnaire:36 Respondents (Batches 2003-2006) 19. Online Questionnaire:11 Respondents(Batch 2006-2007) 20. Artifacts Archival Documents, Photos, Art Work & Photo Essays 21. Research Questions

  • 1. How do people involved in the peace education programperceive social injusticein the southern Philippines?
  • 2. In what ways is the role ofpeace education programs depicted ?
  • 3. Whatknowledge, skills and valuesdo the Philippine peace education programs provide to community leaders?
  • 4. In what ways do participants of these educational programsaccept, act out, reject, or convertthese knowledge, skills, and values?

22. Findings:In their own words & drawings 23. Findings #1:Social Problems

  • Social Volcano
  • Injustice Muslim-Christian Divide
  • Ethnic Divide
  • Oppression of Indigenous Peoples
  • Suffering
  • Environmental Destruction
  • Corruption
  • Criminality
  • Repression

24. Roots of the Conflict

  • Historically, never conquered by Spain
  • State-sponsored & individual migration to the homelands of the Moros & indigenous peoples
  • 1970Jabidahmassacre in Corregidor
  • Moro NationalLiberation Front launched
  • War over their marginalization, discrimination, loss of their territory, lack of recognition in Philippine history, their identity, religion, and a desire to live in an Islamic state more recently.

25. 26. Findings #1:Social Problems

  • Secessionist, separatist groups
  • Abu Sayyaf, MILF, MNLF, CPP-NPA
  • Christian majority vs. non-Christian minorities
  • Kidnapping
  • corruption
  • economically deprived people

27. Stereotypes & Prejudice

  • Pagans, Immoral, Traitors
  • Prejudice

28. Findings #2:Peace Education

  • This is good
  • life changing
  • change in me
  • change in others....
  • much confidence
  • change the life of others
  • the program has help me a lot
  • I am more empowered now!
  • realize that there is unity in diversity
  • This program is an excellent one

29. Findings #2:Peace Education

  • think this is the best kind of work that anyone could be doing
  • This is the best approach
  • this is long-term health maintenance almost.Now we already have the disease. We are trying to get at the roots and produce things that will be there for generations. I think its the best kind of program.
  • change my attitude towards people of other cultures & religions
  • Stereotypeswere totally eradicated by the program
  • helped me a lot in dealing with different cultures
  • made me a better person

30. Findings #3:(View #1)Personal Transformation

  • life-changing experience.
  • friendlier to other people of other faiths.
  • changed me positively...
  • changed my life's mission
  • empowered
  • strengthened further my committment
  • a big impact in my life.
  • i became more sensitive with other religion

31. The Individual ! 32. Findings #4::(View #2)Social Transformation

  • see the world & themselves in a different perspective
  • empo