rey ty ties that bind social volcano topics outline
TRANSCRIPT
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The Ties that Bind: Social Injustice, Armed Conflict,
Transformative Peace Education, & Social Change in the Southern
Philippines
Rey Ty
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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)
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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)
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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
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Framework• Freire’s Critical Pedagogy (1970)
• Interpretation of Cultures, Thick Description (Geertz, 1973)
• Stories, Live as Lived (Abu-Lughod, 1993)
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Conceptual Framework
Personal Care
EnvironmentalCare
Intercultural Solidarity
& Common Humanity
Human Rights &Responsibilities
Justice &Compassion
ConflictResolution
Peace
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Conceptual FrameworkConflict
Resolution
Non-Judicial
Quasi-Judicial Judicial
-Negotiations-Inquiry-Mediation-Conciliation
-Arbitration-Adjudication
-Domestic Courts-InternationalCourts
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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
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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
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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
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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!
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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
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Data Collection Procedures1. Interviews
2. Focus Groups
3. Observation
4. Artifacts
5. Online Qualitative Survey Questionnaires
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Data Analysis1.Open
Coding
2.Predominant Coding Categories
3.Inductive Analysis
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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
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Online Questionnaire: 36 Respondents (Batches 2003-2006)
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Online Questionnaire: 11 Respondents (Batch 2006-2007)
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ArtifactsArchival Documents, Photos, Art Work & Photo Essays
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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?
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Findings: In their own
words & drawings…
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Findings #1: Social Problems
1. Social Volcano2. Injustice Muslim-
Christian Divide3. Ethnic Divide4. Oppression of
Indigenous Peoples 5. Suffering6. Environmental
Destruction7. Corruption8. Criminality9. Repression
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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.
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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
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Stereotypes & Prejudice
• “Pagans, Immoral, Traitors”
• Prejudice
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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
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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
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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
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The Individual !
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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.
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Conclusion:The Ties that Bind
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Charting Their Destiny Together
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Weaving a Tapestry for a Common Future Together
• Dove of peace
• Sun of hope• Gender
Equality• Inter-Ethnic
Equality
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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
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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
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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.
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FromLiving the Collective
Past
To Weaving
the Collective
Future Together
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Woman as a
Symbol of
Peace
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Peace among Indigenous Peoples, Muslims & Christians
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Peace among Indigenous Peoples, Muslims & Christians
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Peace among Indigenous Peoples, Muslims & Christians
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Peace among Indigenous Peoples, Muslims & Christians
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Peace among Indigenous Peoples, Muslims & Christians
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Economic, Social & Cultural Rights
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Economic, Social & Cultural Rights
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Sun, Globe, Work for Peace
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Dove, Globe, & Growth
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Symbols of Peace
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Abstract: Dove & Kites
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U.S.-Philippine Unity & Peace
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Global Peace
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Local & Global Peace
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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
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Thank You!