rey ty human rights conflict peacedissertation ppt 2001 07 05 a2

Human Rights, Conflict Transformation

& Peace Building:

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The Role of the State, NGOs, Social Movements & Civil Society in the

Struggle for Power, Social Justice & Social Change in the Philippines

OutlineI. Introduction

II. Literature Review

III. Research Process

IV. Findings

V. Conclusion

References

Introduction

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Problem Statement1. There is academic literature on human

rights & peace education.2. But little on popular educators working at the

grassroots level, especially in poor countries or countries with armed conflict, such as the Philippines

3. Not use the role, experiences, & voices of popular educators actively engaged in civil society, NGOs & social movements as primary sources of data to explore the extent to which these peace education programs affected the lives of people.

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Purpose of the Study

o investigate the role, experiences, perceptions of & social issues that affect popular educators actively involved in civil society, NGOs & social movements to bring about social transformation.

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Conceptual Framework

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X Functionalism

Definition• Popular Education (Pop Ed): Non-

formal learning opportunities that social movements provide to people at the grassroots level, dealing with such issues as social justice, peace, human rights, gender, environment, and development (Claude, 2010; Freire, 1970; Giroux, 1988; Jarvis, 1999).

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Definition•Power: “a whole series

of particular mechanisms, definable and defined, which seem likely to induce behaviors or discourses” (Foucault, 2007, p. 60).

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Definition

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Literature Review

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Literature Review• United Nations

(1993)

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Literature Review• “Peace Building” as short hand

Terms Defined SourceP. Making Negotiated resolution (Ryan, 1995)

P. Keeping U.N. blue helmets United NationsP. Building Practical approach in

resolving conflictLederach (2009)

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Literature Review•Social Justice

Deductive Inductive

Chomsky (2006)

Zinn (2010)

Sen (2009)Rawls (1971) United Nations

(2002)

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Literature Review• “Conflict Transformation” as

short hand

Terms Defined SourceConflict Prevention Avoid hostilities Goldstein (2004)

C. Resolution Pacific, Short of W. & War U.N. & ICRC

C. Settlement End C. thru peace agreement Goldstein (2004)

C. Management Avoid, compete, compromise, accommodate or collaborate

Zartman (2007)

C. Transformation Constructive social-justice-related change

Lederach (2003)

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Literature Review• Peace (United Nations UPeace

2011)

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Human Rights Mediate Power & Justice in Historically &

Socially Determined Contexts

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Literature Review• State-Civil Society Relations

Clark (1991); Finger (1989); Foley (1999); Gramsci (1993); Habermas (1976); Holford (1995); Holst (2002); Korten (1990)

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Literature Review• The Context of Popular Educators in Civil Society,

Human Rights and Peace NGOs, and Social Movements Engaged in Work for Social Change

Clark (1991); Finger (1989); Foley (1999); Gramsci (1993); Habermas (1976); Holford (1995); Holst (2002); Korten (1990)2011 Rey Ty

Research Process

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Levels of Analysis

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Qualitative Research Design

Theory Building

Defined Source

1. Analytic Induction

Find commonalities & generality

Krathwohl (1997)

2. Constant Comparative Method

Constantly compare concepts with the new field data

Krathwohl (1997)

3. Troublesome Trinity

Data collection (theoretical sampling), constant comparison & category saturation

Hood (2007)

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Assumptions Questions Features1. Ontology What is the nature of the world? There is an objective reality which people

perceive subjectively.

2. Paradigm What are the sources of domination and liberation?

Critical structuralism

3. Epistemology What is the relationship between the research and the research participants?

The research participants and I are co-learners and co-producers of knowledge.

4. Axiology What are my and the research participants’ values?

Unlike uncritical research, this study assigns immense importance to values.

5. Rhetoric How are the data presented? Data are presented in my and the research participants’ narratives in the personal voices. Terms appropriate to qualitative research will be used.

6. Methodology What is the research process? The research is inductive, contextualized, and does not use but develops an emerging grounded theory.

Philosophy of the Research

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Positionality• Dialectics of Justice, Power & Change :

Ontological Debates between

Foucault vs. Chomsky • Interactive Materialism:

Structure & Agency

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Sex of Research Collaborators

Sex Number

Female 19

Male 34

Total 53

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Religions of Research Collaborators

Indigenous Muslim Christian None Total

Female 6 3 9 2 19Male 3 12 16 2 34

Total 9 15 25 4 53

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Research Data Collection Methods

1. Qualitative Study

2. Interviews (Self-Reports)

3. Participant Observations

4. Archival Documents

5. Artifacts, Photos, Videos

6. Field Notes & Memos

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Data AnalysisGeneration of a Grounded Theory

Explaining Popular Educators’ Response to Social Reality

Steps Knowledge Production

1. Open Coding Classification and Description of Categories

1. Theoretical or Axial Coding

Interpretation of the Relationships among the Categories

1. Selective Coding

Construction of a Narrative Storyline based on the Interpretation

1. Visual Representation

Constructive of a Visual Logic Model, Matrix, Table, or Diagram

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Findings

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FindingsVerbatim excerpts

2. Historical roots & causes of the armed conflict

3. Learning experiences

4. Educational strategies

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Findings1. What are the historical roots, causes of the armed

conflict situation in the Philippines in general and in Mindanao, the southern Philippines, in particular?

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CausesCorruptionFeudalismForeign DominationNon-Recognition of Indigenous Peoples’ Rights, including Access to Health, Education“Patriarchalism/male chauvinism and Christian chauvinism in relation to non-Christian communities”

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Hegemonic Power HoldersPower Struggle for

Counter-Hegemony vs. Oppression & Injustice

Government, Armed Forces, foreign corporations, landlords, local big business, religious hierarchy

1. Peasant, labor, women’s, Indigenous, Bangsa Moro (Muslim) & other peoples & community organizations; grassroots religious groups

2. Rebels: NDF, MNLF, MILF

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“As with the national situation, the ‘Mindanao Problem’ involves foreign domination, poverty, inequality, corruption, and discrimination, all of which lead to endless internal armed conflict between the Philippine government and various rebel groups, such as the National Democratic Front (NDF) and its member organizations, Moro National Liberation Front (MNLF), and Moro Islamic Liberation Front (MILF). As we work towards a just and long-lasting peace, we enjoin all parties to the armed conflict to respect the laws of war.”

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*Bangsa Moro & Lumad*

Findings2. What are the principal learning experiences that

popular educators actively engaged in civil society, non-governmental organizations and social movements need in their work for conflict transformation and social change?

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• Knowledge Base1) Development

2) Human Rights

3) Peace

4) Justice

5) Social Change

6) Volunteer Community Social Action 2011 Rey Ty



• Instructional & Learning Experience1) International Human Rights Advocacy

2) Paralegal Training

3) Public Speaking

4) Culture, Art, Theater, Sports & Dance for Change

5) Planning for Social Change 2011 Rey Ty

Findings3. What are the educational strategies the popular

educators use in the change process?

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ActionThrusts

Mobilization Learning Doing Effects

FocusBridging the Gap

Leadership Community Projects

Impact of Actions or Social Results

ContentDialogue, workshops

Skills development

Relief, welfare, development, advocacy

Interpersonal and social change

Concrete Examples

Physically getting together

Training and critical reflection

Food aid, disaster relief, income generation,

Immediate relief, economic improvement, consciousness raising

Work for Social Change

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Telling people to stop saying bad things about someone

1. Standing up against discriminationReactive

2. Learning about the “others”

3. Interfaith dialogue

4. Community building

5. Alliance & coalition building

6. Doing social-justice work together

Read a book; attend a lecture; watch a movie

Start talking with one another; ask questions

Doing things together: work, having fun, picnic, dining, dance, party, outing, housing

Muslim organization link up with Jewish org’n

For example: work together for civil rights; plant trees

Pro-active

Continuum of Interfaith Strategies

© 2012 Rey Ty



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Ty’s Spiral Development Model

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History, Nature, Society & the World

Conclusion

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Conclusions1. Context matters: Inductive approach 2. Complex relationships: social action &

social change3. Process: study historical & social realities,

learn skills, challenge power, engage in social action, & social change

4. Struggle: a. challenge dominant structureb. alternative strategies

5. Ordinary people matter: in leadership role for social transformation

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So What? Contributions of Study1. Historical & socially determined

perspectives 2. Realities of armed conflict & the

struggle for justice & peace3. Alternative approaches to counter

injustice4. Insights into civil society5. Critique of power & justice6. Socially constructed conceptual

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Now What? Implications for Policy

1. Realization of human rights & social justice to attain peace

2. Allocate resources for education advancing social justice & peace

3. Government funders must assist pop ed but not dictate content & strategies

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Now What? Implications for Adult & Community Education1. Pop ed as catalyst for social change 2. Social movements are learning sites3. Organize hitherto unorganized people:

organizational capacity building4. Participatory action research5. Sway public policy for changes:

empower poor, marginalized, exploited & oppressed

6. Struggle for HR, justice & peace is a lifelong, intergenerational process

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Now What? Implications for Further Research

1. State Actors2. Combatants 3. Qualitative Ethnography:

Micro-narrative4. Quantitative:

a. Gender, religion & ethnicity (IV) & social change (DV)

b. HR & Peace education (IV) & social change (DV) 2011 Rey Ty

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2011 Rey Ty

Thank You.