2014 09-13 Rey Ty, Research Presentation, Research Process, and Behind the Scene

Research Presentation

Rey TyWriting

Process Behind the Scene

Human Rights, Conflict Transformation

& Peace Building:

2011 Rey Ty

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

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

Ground Rules1. Interrupt me at once, if you have a

question.

2. Introduce yourselves.

3. Why are you here?

4. What do you expect to hear?

OutlineI. Introduction

II. Literature Review

III. Research Process

IV. Findings

V. Conclusion

References

Introduction

Problem Statement

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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SignificanceSensitivity to the local knowledge, culture, & actions of stakeholders missing in the current literature.

Transformative learning serves as an impetus for social action that

promotes conflict resolution & peace.

Education for transformation act as catalysts for social change.

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Purpose of the StudyTo 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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Research Questions

1. What are the historical

roots, causes of the armed

conflict situation in the Philippines in general and in Mindanao, the

southern Philippines, in

particular?

2. What are the

educational strategies

the popular educators use in the

change process?

3. 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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Conceptual Framework

Conflict Perspective

Conflicting interests &

values (Thompson & Hickey, 2005)

Change due to inequality

& social conflict

(Tischler, 2004)

Authority enforces

conformity, creating

resentment & resistance (Henslin,

2000)

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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

Social Change(Cunningham,

1996)

Consensus

Pluralism

Structuralism

(Raise consciousness & direct

action)

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Definition

Social Change(Cunningham,

1989)

Integration

Reform

Transformation

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Literature Review

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Literature Review

Human Rights

Economic

Social

Cultural

Civil

Political

• 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)

Peace

Social Justice

Com-passion

Human rights & responsi-bilities

Intercul-tural solidarity

Environ-mental care

Personal peace

Dismantle culture of war

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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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Role of Intellectuals

Individual, Civil Society

or State

Sartre (1972): Support freedom,

oppose state domination

Gramsci (1993):

organic link with the masses

Chomsky (1987): Speak

the truth & expose lies

E. Said (2001): take

responsibility for the

community

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Traditional Professors

Few Engaged Intellectuals

1. Stay in the classroom only

1. Go out to society

2. Teach 2. Consciousness raising

3. Talk about social movements

3. Part of social movements

4. Neutral 4. Partisan

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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Training Coordinator• Dr. Rey Ty• Develop, coordinate, implement, &

evaluate programs• Work with faculty• Write Reports• Edit Books• Lecture• Photo & Video Documentation

Positionality• Dialectics of Justice, Power & Change :

Ontological Debates between

Foucault vs. Chomsky • Interactive Materialism:

Structure & Agency

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Participant Selection

Participants

Sex of Research Collaborators

Sex Number

Female 26

Male 43

Total 69

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Participants1. Indigenous2. Muslim3. Christian

Christians

Indigenous

Muslims

Religions of Research Collaborators

Indigenous Muslim Christian None Total

Female 8 7 9 2 26Male 7 14 20 2 43

Total 15 21 29 4 69

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Staff & Volunteers

Dr. Susan Russell, Dr. Lina Ong, Dr. Leslie Shive, Dr. Srie Ramli

Northern Illinois University

International Training OfficeDivision of International Affairs,


International Training OfficeDivision of International Affairs


International Training Office• Mission: The International Training Office (ITO) at Northern Illinois

University is committed to strengthening the capacities of international professionals and leaders from public, non-profit, or private sector organizations to become catalysts for change in their home countries. ITO accomplishes this mission through innovative training programs and outreach activities that address institutional, professional, and societal needs.

Methodology

Research Design•Qualitative Research

Research Data Collection Methods

1. Interviews (Self-Reports)

2. Participant Observations

3. Archival Documents

4. Artifacts, Photos, Videos

5. 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

FindingsVerbatim excerpts

1. Historical roots & causes of the armed conflict

2. Learning experiences

3. Educational strategies

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Discuss problems & present action plans

Mindanao Situation

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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Armed Conflict



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 Holders

Power 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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Faculty Involved



• 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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Post-U.S. Program: Return to Southern Philippines

Implementation of

Community

Projects upon Return

Home



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Ty’s Spiral Development Model

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Ty’s Spiral Development Model

Social Movements

Historically & Socially Determined

Context

The State & Conflict: Dissent,

Repression & Armed Hostilities

Skills in Conflict Transformation &

Peace Building

Values: Social Justice & Human

Rights Based Social Change Framework

Advocacy & Development

Strategies: Social Action, Grassroots Empowerment & Social Change

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Conclusion

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

framework

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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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2014 09-13 Rey Ty, Research Presentation, Research Process, and Behind the Scene

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