MODULE 7

Pangantucan Bukidnon
University
Logo Community College
Everlasting Village, Poblacion, Pangantucan
Bukidnon, 8717 Philippines

GE Department
GE Elect 13: Philippine Indigenous Communities with Peace Studies
2nd Semester of A.Y. 2022-2023

Introduction

Every day throughout the world, thousands of people die from hunger and
other poverty−related causes. Every day in the world, people are either
physically or emotionally attacked as they differ from the rest in ethnicity,
religion, sex or gender. Every day, natural resources are depleted without
regard for the needs of future generations. What are we to do in the face of
these various forms of violence? A former Catholic Pope summarized what we
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can do in a few words: to reach peace, teach peace.

Rationale

This module seeks to encourage learners to understand and commit to the

nonviolent transformation of conflicts as one of the key pathways toward
developing a culture of peace. It also aims to know the importance of
communication skills in the non−violent resolution of conflict know the roots of
these conflicts and learn ways to transform these conflicts nonviolently.

Intended Learning Outcomes

A. Characterize the different conflict situations

B. State the importance of communication in resolving conflict
C. To understand the Indigenous Peoples’ underlying issues that challenge
peace.

Activity

Think and Share:

Make your own non-violence campaign action material against conflict or
war (such as poster, flyers, slogan, caricatures, poem, song, petition letter and
so on) that could help Indigenous people in their fight.

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Instructor
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Discussion
Resolving Conflict with Non-violence Action

Conflict is natural and necessary part of our lives. Conflict occurs when one’s
actions or beliefs are unacceptable to− and hence resisted by the others, when
people lack complete information; or when people focus into their own interests,
values and needs. While the complexity of conflicts makes it impossible to find a
“right” definition for conflict, the following definition is suggested for the purpose
of this lesson and the peace education framework: “A conflict is a struggle
between two or more parties with perceived incompatible goals.”

This definition highlights the importance of communication for transforming

conflicts nonviolently, since good communication can make the parties realize
that they only perceive their goals to be incompatible, while in fact their
underlying needs or interests can in fact be compatible. Conflict is rooted from
diverse beliefs, attitudes, and interests due to unique experiences and contexts of
individuals and groups. In our selves, homes, workplaces, and institutions, conflict
pervades is a day−to−day reality. If it is not properly handled, especially on the
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social and political levels conflicts can escalate into direct violence leading to
losses of lives, destruction of properties, disruption of socio−economic and cultural
activities, and civilian suffering. It is therefore important to distinguish conflict from
violence, which can be defined as follows:

“Violence consists of actions, words, attitudes, structures or systems that cause

physical, psychological, social or environmental damage and/or prevent people
from reaching their full human potential” (compare lesson plan on structural
violence). In summary, the paradox of conflict is that it is both the force that can
tear relationships apart and the force that can bind them together and strengthen
them. Conflicts can be managed and resolved constructively. They can be seen
by parties as opportunities to improve their relationships. Moreover, they are
motors of social change and addressing injustices. Social movements advancing
social justice issues are surfacing social conflicts in a nonviolent way, ultimately
contributing to social progress and addressing social injustice and structural
violence.

Transforming conflict constructively is a skill that can be taught and learned. If a

person is trained how to handle interpersonal conflicts positively, such skills may be
carried to higher levels of human interaction. (Castro and Galace, 2010). The
challenge faced by the educators is not the elimination of conflict, but rather, how
to effectively address conflict when it arises. As teachers, it is essential to have the
competence and techniques in tackling conflict issues in a constructive fashion.
For the purpose of this lesson, the following four essential skills and approaches of
nonviolent conflict transformation are emphasized: active listening, dialogue,
negotiation, and mediation. Active listening is a skill where the listener focuses
entirely and completely on what the other person is saying and confirms the
understanding of both the message’s contents as well as the feelings and
emotions underlying he message to ensure that the understanding is accurate.
Understanding does not automatically imply agreeing with the message! A

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Instructor
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technique used in active listening is the occasional paraphrasing (not repeating)
of the speaker’s message to ensure that understanding is mutual and complete.
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Dialogue. Allows people to reach out to each other and understand each other
better. It is a process of sharing and learning about others’ beliefs, feelings,
interests and needs in a non−adversarial and open way. The goal of dialogue is
not yet to reach a resolution or settlement of a conflict, but to improve
interpersonal relations and build trust. Three elements are conducive to dialogue,
namely: respect for the other side and esteem (valuing another person despite
differences), and empathy (the capacity to know emotionally what another is
experiencing)..

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Negotiation is a process of discussion, bargaining, and give−and−take between
two or more parties who are trying to find a solution to a shared problem.
Negotiation is omni−present (in families, schools, among friends, in politics and
between nations). Conflict transformation strives for cooperative negotiation
focusing on solutions that are mutually beneficial and lead to win−win situations,
rather than adversarial (win−lose) bargaining. For cooperative negotiation, it is
essential that the parties focus on their interests and underlying needs they have
in a specific situation, and not on their public positions. While positions may seem
incompatible, interests and needs frequently are compatible.

Mediation can be described as “assisted negotiation”. It is conducted by an

intermediary who helps conflicting parties to reach an agreement that is mutually
beneficial and workable, particularly in situations where positions differ too much
for non−assisted negotiation to yield results. A mediator should be impartial about
the issue, oriented on maintaining the process rather than suggesting solutions,
non−judgmental, flexible, and creative. A mediator helps the disputants to design
a solution themselves by helping them to focus on their underlying needs and
interests and finding room for agreement. He does not preconceive the solution
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for the conflict.

Peace table

In basic education schools adopting peace

education, the Peace Table is becoming
popular as a mechanism to resolve conflict using
any or all of the four approaches. It is an avenue
where conflict is discussed and solutions are
being worked out. It also helps classrooms
develop positive relationships. One of the best
examples who successfully utilized the peace
table is a preschool in Cotabato City. The Peace
Table is one tool used by the school where the
learners are encouraged to resolve their conflict
by talking. A table is set up in a special area of
the classroom, away from the busy work areas.
It is usually one small table with two chairs all
child−sized. A child who wishes to resolve a
conflict may invite the other child to the peace table. These discussions provide
opportunities for everyone involved in a conflict to become empowered and to
participate in generating solutions to the problem.

The Indigenous Peoples’ Context

Beatriz Colmo is a Manobo woman who works for the protection of the Indigenous
Peoples’ rights, especially women. She is the coordinator of Coalition of Mindanao
Indigenous Peoples for Peace and Advocacy, working with other indigenous
groups in Mindanao, and advocating for their issues at the national level. For many
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years, she has been assisting IP groups in Mindanao in their struggle against interest
groups encroaching into their ancestral domain areas (including her own IP tribe
in the Mount Apo area). Recently, she has been documenting human rights
violations against tribal leaders and communities in the course of their struggle to
protect their ancestral domain areas. She’s one of the nominees as Role Model
for Peace by an international body, the Asia−based N−Peace Network.

“It is ironic how the elders are still talking about the Japanese war that only lasted
4 ½ years and yet seldom talk about the conflict that is happening now. The
reason behind this is because the culture of violence has been accepted. “ This
was what Beatriz Colmo of the Coalition of Mindanao Indigenous Peoples for
Peace Advocacy (COMIPPA) disclosed during the forum. Colmo said, “The
ongoing conflict is seen as something normal and part of everyday life. People
have accepted this as part of reality.” They have developed skills to survive the
protracted wars and call it the “art of survival”, she emphasized.The Indigenous
Peoples have experienced trauma − threat to life, hopelessness, IP killings, issues
of right to land, displacements, conflicts − that have created very complex effects
to people’s lives. The issues mentioned in connection with the National Action Plan
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on UNSCR 1325 is very relevant to the issues of the IPs but the question is “what can
really be done for us and by us to ensure protection, empowerment and
participation?”

The word protection to the IP women means protection from physical and
psychological harms. This also means protection from the disintegration of the IPs’
culture. Moreover, the word empowerment of women means not being forced to
go in the front line as combatants; being able to freely perform their role as cultural
bearers of peace and harmony and share this with their children—the next
generation −− this love for peace and harmony. And for tribal women,
empowerment means being good peace negotiators and not combatants.
Historically, the men were in charge of resolving the small conflicts while the
women were in charge of the big conflicts. For many years women peace
negotiators have solved many conflicts and have reconciled many parties. Many
women peace negotiators have saved and spared the lives of many tribes
because of their gift in resolving conflict that has also prevented bloodshed. These
facts of oral traditions and history should serve as a beacon of hope for the IP
women.

At present COMIPA has developed a quick response team (QRT) to address

pressing issues and concerns of IPs. They have successfully organized female tribal
leaders leading the way in the signing of an agreement between the NPA, LGU
and military for peace in a community in Midsayap. In addition these women tribal
leaders have also used their skills to settle land disputes by approaching and
negotiating with parties involved calling on the decision makers to stay neutral
and for the sake of peace to return the land to the IPs. The days of negotiations
and dialogue finally paid off as the military forces left the area with their arms and
helicopters and the land was returned to the IPs. These stories of bravery and
women’s leadership should be highlighted and shared so that others may know
that women are taking on an active role in building peace. There are so many
things that are being done on the ground which reflect effort for protection, for

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Instructor
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the prevention and along the way women are really empowered. Under these
circumstances men and women need to play a role by organizing themselves
together to address the challenges of the communities, to address the protracted
war and to address all underlying issues that challenge peace.

“There are many stories on the ground on the suffering of the IPs because of the
protracted war but many stories are undocumented and hence unheard,” she
pointed out. Aside from the land issues, the protracted war has also brought about
many killings related to mistaken identity and affiliation. Some of them have been
accused of being informants of non−state−armed group and have been killed by
the military and vice−versa. A mother witnessed the killing of her two sons in front
of her resulting to forced and premature giving of birth due to stress and trauma.

Sadly, the people responsible for the killings are denying what they did, and their
leaders have not taken direct action to address the issue to make their people
accountable. In connection with this, the group that has been submitted to the
panel of the CPP−NPA−NDF a long list of names of Indigenous Peoples who have
been killed in Mindanao since the 1990s dismissed the list and it was not acted
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upon because of lack of documents and evidences. Given this experience, the
challenge that COMIPPA is trying to take on, is to document these stories, to
substantiate the facts and to give weight to testimonies and evidences so that
people who are responsible can be held liable and accountable for the injustices
they have caused. Moreover, COMIPPA wants the IPs to be able to prove their
stories through these documents and reports to show other people what is really
happening so people would be able to know and understand better what is really
happening in Mindanao, especially in the IP communities. Through these
documentation and reports, we hope that this would aid to hasten the justice
system of our country and to give justice to those who have been violated.

The peace advocate and leader acknowledged, “Having the full support of
different stakeholders is very important to sustain the implementation of initiatives
on the grounds. Everyone, most especially those who have experiences to share
and those who have witnessed the conflict should speak up and share their stories.
Stay united and organized so that much more can be done for peace. The more
organized and united the women are, the more can be done toward achieving
our vision for peace.”

Exercise

ESSAY
Instruction: In your notebook make an essay on how can you show your
commitment to nonviolence and transforming conflict peacefully
(Minimum of 300 words).

Resources and Additional Resources

Castro, L., & Galace J. (2010). Peace Education: A Pathway to a Culture of

Peace. Quezon City Center for Peace Education

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Instructor
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Burnett, S. (2012). Setting the Peace Table: Children & Conflict Resolution. I Heart
Montessori. Retried from
http://iheartmontessori.wordpress.com/2012/11/27/setting−the−peace−table−ch
ildren−conflict− resolution/

Conflict Research Consortium (1998). Glossary. International Online Training

Program On Intractable Conflict. Retried from
www.colorado.edu/conflict/peace/glossary.htm

Cureton, L. & et., al. (n.d.) Talk it out together. Educator for Social Responsibility,
Excerpted from Early Chilldhood Adventures in Peacemaking by William J.
Kreidler and Sally Tsubokawa. Retried from
http:// www.teachervision.fen.com/classroom−management/lesson
plan/2990.html#ixzz1xp04umOu.

INTEGRATING PEACE EDUCATION IN TEACHER EDUCATION: A Teaching Guide.

Retrieved from
https://www.forumzfd.de/system/files/document/forumZFD_Integrating%20Peace
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%20Education%20in%20Teacher%20Education_A%20Teaching%20Guide.pdf

Milofsky, A. et.al., (2011). Peacebuilding Toolkit for Educators: Middle School

Edition. United States Institute of Peace Global Peacebuilding Center. Retried
from
http://www.buildingpeace.org/sites/usip.
qorvisdev.com/files/GPC_EducatorToolkit−%28MiddleSchool%29_combined.pdf

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Casas, Ruby Jan B.
Instructor