The Ties that Bind: Social Injustice, Armed Conflict,

Transformative Peace Education, & Social Change in the Southern

Philippines

Rey Ty

Introduction

1. “Through the eyes of a child the words rebellion, war, revolution,& conflicts made me wonder why these things happen.”

2. “I wish to see… peace...”

3. “I have my own distinct passion for peace. “

From an Artifact: (A Female Muslim Student Leader)

Description: Philippine Peace Education Program at NIU 2003-2008

• About 5-8 Adult Leaders

• 124 Persons Trained at NIU

• More women! • April 2008: 27 more

• Total: 151 (2008)

•State Department Grant•Each year: 21-26 Youth/Student Leaders (15-17 Years Old)

Purpose• 1. To depict the perceptions of

participants in the Philippine peace education programs at NIU, 2003 to 2007

• 2. To investigate how the participants get involved in actually transforming a war-ravaged region

Framework• Freire’s Critical Pedagogy (1970)

• Interpretation of Cultures, Thick Description (Geertz, 1973)

• Stories, Live as Lived (Abu-Lughod, 1993)

Conceptual Framework

Personal Care

EnvironmentalCare

Intercultural Solidarity

& Common Humanity

Human Rights &Responsibilities

Justice &Compassion

ConflictResolution

Peace

Conceptual FrameworkConflict

Resolution

Non-Judicial

Quasi-Judicial Judicial

-Negotiations-Inquiry-Mediation-Conciliation

-Arbitration-Adjudication

-Domestic Courts-InternationalCourts

Authors

Components

Johnson & Johnson (2005)Rauch & Steiner

(2006)

United Nations University for Peace

(2007)

Conflict resolution

Negotiation and mediation

Peace education Conflict resolutionConstructive controversy discourse

Values

Civic values

X

Justice and compassion

Common goals & fateHuman rights and responsibilities

Unity in Diversity

Integrated schoolDevelopment education and global learning

Intercultural solidarity and common humanity

Environment XEnvironmental education

Environmental care

The Individual X X Personal care

Literature on the Components of Peace: 45 Peer Reviewed Journal Articles

Issues Specific Actions Needed Authors

Content

Recognize shared values Nolan (2007)

Respect differences Nolan (2007)

Analyze social systemsGaltung (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 understanding Magolda (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)

Literature on the Content of Peace Education: A Synthesis of Best Practices

Issues Specific Actions Needed Authors

Instructional Strategies

Critical thinking Mahrouse (2006)

Engage in active, practical learning Biachoff & Moore (2007)

Be practical, not didactic Wessells (2005)

Use oral history Bischoff & Moore (2007)

Listen to collective narrativesAl-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-centrism Berlowitz, 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)

Instructional Strategies of Successful Peace Education Programs:

A Synthesis of Best Practices

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!

Methodology: Description of Site & Participants

IntervieweesOnline Open-Ended

QuestionnaireOnline 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.

12S.R. (Anthro Pofessor)

+ Rommel

13K.W. (Anthro Professor)

K.W. (Anthro Professor)

TOTAL 436/98

2003-2005 Batch12/26

2005-2006 Batch 3 3

Data Collection Procedures1. Interviews

2. Focus Groups

3. Observation

4. Artifacts

5. Online Qualitative Survey Questionnaires

Data Analysis1.Open

Coding

2.Predominant Coding Categories

3.Inductive Analysis

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

Online Questionnaire: 36 Respondents (Batches 2003-2006)

Online Questionnaire: 11 Respondents (Batch 2006-2007)

ArtifactsArchival Documents, Photos, Art Work & Photo Essays

Research Questions• 1. How do people involved in the peace

education program perceive social injustice in the southern Philippines?

• 2. In what ways is the role of peace education programs depicted?

• 3. What knowledge, skills and values do the Philippine peace education programs provide to community leaders?

• 4. In what ways do participants of these educational programs accept, act out, reject, or convert these knowledge, skills, and values?

Findings: In their own

words & drawings…

Findings #1: Social Problems

1. Social Volcano2. Injustice Muslim-

Christian Divide3. Ethnic Divide4. Oppression of

Indigenous Peoples 5. Suffering6. Environmental

Destruction7. Corruption8. Criminality9. Repression

Roots of the Conflict1. Historically, never conquered

by Spain 2. State-sponsored & individual

migration to the homelands of the Moros & indigenous peoples

3. 1970—Jabidah massacre in Corregidor

4. Moro National Liberation Front launched

5. 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.

Findings #1: Social Problems

1. Secessionist, separatist groups

2. Abu Sayyaf, MILF, MNLF, CPP-NPA

3. Christian majority vs. non-Christian minorities

4. Kidnapping5. corruption 6. economically

deprived people

Stereotypes & Prejudice

• “Pagans, Immoral, Traitors”

• Prejudice

Findings #2: Peace Education

1. This is good2. life changing 3. change in me 4. change in others....5. much confidence 6. change the life of others7. the program has help me a lot 8. I am more empowered now! 9. realize that there is unity in diversity10.This program is an excellent one

Findings #2: Peace Education

1. think this is the best kind of work that anyone could be doing

2. This is the best approach3. 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 it’s the best kind of program.

4. change my attitude towards people of other cultures & religions

5. Stereotypes…were totally eradicated by the program

6. helped me a lot in dealing with different cultures7. made me a better person

Findings #3: (View #1) Personal Transformation

1. life-changing experience.

2. friendlier to other people of other faiths.

3. changed me positively...

4. changed my life's mission

5. empowered

6. strengthened further my committment

7. a big impact in my life.

8. i became more sensitive with other religion

The Individual !

Findings #4: : (View #2) Social Transformation

1. see the world & themselves in a different perspective

2. empower young people

3. empowered the IP youth

4. empower & educate their communities.

Conclusion:The Ties that Bind

Charting Their Destiny Together

Weaving a Tapestry for a Common Future Together

• Dove of peace

• Sun of hope• Gender

Equality• Inter-Ethnic

Equality

Conclusion: Summary• In their own words & w/o being asked, many stated

that the NIU peace education program has a direct impact on their change for the better: personal transformation & action to promote social change– 1. Context of Social Injustice – 2. Life-changing experience with NIU Peace Education

• For themselves• Spread to others in their communities

– 3. Personal Empowerment• Self• others

– 4. Spread Peace to Society• Community• world

Conclusion:The Ties that Bind

1. Broader significance of my study

1. Peace education programs in general

2. Implications for teachers & educational policy

1. Interactive learning strategies

2. Non-formal educational settings

3. Skills transfer too! (on conflict resolution)

3. Suggestions for further research

1. Include women always!

2. Other contexts: African, Latin American, Eastern European

3. Intra-faith dialogue too

Their Recommendations1. more interactive discussions 2. more public schools 3. open to all4. More workshops5. a structure with which to work on our

projects. 6. effective structure 7. adult participants who effectively

participate in the activities & help the youth participants.

8. mingle with other people 9. more interaction with youth in the U.S.

FromLiving the Collective

Past

To Weaving

the Collective

Future Together

Woman as a

Symbol of

Peace

Peace among Indigenous Peoples, Muslims & Christians

Peace among Indigenous Peoples, Muslims & Christians

Peace among Indigenous Peoples, Muslims & Christians

Peace among Indigenous Peoples, Muslims & Christians

Peace among Indigenous Peoples, Muslims & Christians

Economic, Social & Cultural Rights

Economic, Social & Cultural Rights

Sun, Globe, Work for Peace

Dove, Globe, & Growth

Symbols of Peace

Abstract: Dove & Kites

U.S.-Philippine Unity & Peace

Global Peace

Local & Global Peace

Glossary of Terms• Abu Sayyaf Group (ASG): A terrorist group in the southern

Philippines• ACCESS: Access to Community and Civic Enrichment for

Students • IP: indigenous peoples (who insist on having an “s” at the end)• Lumad: Indigenous peoples• Maguindanao, Maranao & Tausug: major ethnic groups in the

southern Philippines with Islam as their religion• Mindanao: Southern Philippines• MILF: Moro Islamic Liberation Front• MNLF: Moro National Liberation Front• Moro People: People of different ethnicities in the southern

Philippines who are Muslims• PYLP: Philippines Youth Leadership Project • Subanon, Talaandig & T’Boli: some major ethnic groups who

belong to the Lumad (or indigenous peoples’ group)• Tri-People: Indigenous peoples, Muslims, & Christians

Thank You!