India

TrainingTeachers,

Ministry of

Chicago

InternationalHumanitairan LawTraining withSwiss Army

Northern Illinois University

Native

Bi-CommunalCyprus Program

Synagogue

Muslim-Christian-Indigenous Conflict

Minorities Buddhist

Monks

Teaching Dossier

of

Reynaldo “Rey” R. Ty

Northern Illinois University

DeKalb, Illinois 60115

U.S.A.

Telephone: (815) 753-1098

Fax: (815) 753-9549

Email: rty@niu.edu and reyty1@gmail.com

As of November 28, 2011

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OUTLINE

Curriculum Vitae..........................................3Attendance in Workshops on Teaching Strategies............9My Teaching Philosophy...................................18Philosophy..............................................18Lifelong Learning.....................................18Preparing for Life....................................18

Methodology.............................................19Cooperative and Active Learning Pedagogy..............19Collaborative and Interactive Learning Experience.....19

In Summary..............................................20Teaching Evaluation......................................21By Professor Khal Mambuay...............................21By Professor Argie Sarco................................22

Sample Course Syllabi....................................23Abbreviated Course Syllabus for American Government and Politics................................................23Abbreviated Course Syllabus for Comparative Politics....24Abbreviated Syllabus for International Politics.........25

Sample Course Outlines...................................26Colonialism and Nationalism in Southeast Asia...........26Politics of Southeast Asia: Who Governs in Southeast Asia........................................................34

Names and Contact Information of References..............40Publications.............................................41Academic Papers.........................................41Academic Books..........................................41

Sample Publication: Co-Authored Chapter in a 2010 Palgrave McMillan Book............................................42

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Curriculum Vitae

CURRICULUM VITAEAs of November 10, 2011

REYNALDO R. TYInternational Training Office, Northern Illinois University,

DeKalb, IL 60115, U.S.A. Tel.: (815) 753-1098 Fax: (815) 753-9549 E-mail:

rty@niu.edu

EDUCATION Doctorate from the Department of Counseling, Adult and HigherEducation, Northern Illinois University, DeKalb, U.S.A. August2011, Dissertation title: “Human Rights, ConflictTransformation, and Peace Building: The Role of the State, CivilSociety, Social Movements, and Non-Governmental Organizations inthe Struggle for Power, Social Justice and Peace.” Fields: AdultContinuing Education, Human Resource Development; CommunityDevelopment, Non-Formal and Popular Education, and InternationalEducation.

M.A. in Political Science, 1999, Northern Illinois UniversityU.S.A. (International Relations and Comparative Politics).Fields: International Relations, Comparative Politics, PoliticalTheory, and Minor in Southeast Asian Studies. Starred Papers:Socio-Economic Growth and Political Imprisonment in thePhilippines (published in the Human Rights Journal of by theindependent Philippine Commission on Human Rights) and The HumanRights Debate between Asia and the West: Universalism andCultural Relativism (published in the peer-reviewed academicpublication, INEF-Report, Duisburg, Germany).

M.A. Asian Studies, 1983, University of California, Berkeley,U.S.A. Thesis: The Nuclear Arms Development Program of thePeople’s Republic of China.

B.S. Foreign Service, 1979, University of the Philippines,Diliman, Quezon City, Philippines. Fields: InternationalRelations, Comparative Politics, Political Theory, ResearchMethods, and Foreign Languages.

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EMPLOYMENT8/16/2011-8/15/2012

Training Coordinator. International Training Office,Northern Illinois University, DeKalb, IL. I. Primary Function of the PositionThe Training Coordinator is responsible forcoordinating the essential procedures of programdevelopment, coordination, implementation, andevaluation of ITO training programs, services, andactivities.II. Organizational RelationshipThis (temporary) Extra Help Staff position reportsdirectly to the Director of ITO.III. Roles

1. Develop and conduct training programs forinternational audiences, especially from theless developed countries, utilizing NIU facultymembers and community or regional resourcepeople and organizations

2. Market training programs to internationalorganizations that sponsor such trainingprograms

3. Work with NIU faculty members and academicunits, who want to develop appropriate trainingprograms for international audiences, inplanning, organizing, and implementing suchprograms

4. Develop customized training programs forindividuals from other countries, utilizing theresources of the university, community, andregion

5. Develop and maintain contacts with fundingorganizations (public, private, and non-profit)in Washington, DC and other locations (e.g., USAID, World Bank, AED, etc.) in order todetermine training or technical assistanceopportunities that NIU faculty members can takeadvantage of.

IV. Essential Duties and Responsibilities1. Responsible for coordination, implementation,

and evaluation of ITO training programs, services, andactivities. Assists in planning new training programsbased on market demands.

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2. Assists the Director in selecting faculty, guestlecturers and workshop facilitators with appropriateexpertise for implementation of training programs.

3. Develops formative and summative evaluation oftraining programs. Recommends and implements changesbased on the evaluations. Submits required evaluationsummary/results to the funding agency.

4. Writes Interim & Final Reports as required byfunding agencies.

5. Conducts workshops on human rights, conflicttransformation, and peace building in ITO programs.

6. Develops and produced the required booklets forState Department funded programs.

7. Develops training materials for ITO programs.8. Serves as an integral part of the decision-

making process contributing to ITO mission and vision.Assists in the programming efforts designed to fosterinternationalization of the campus.

9. Updates the ITO website and the ITO brochure.Prepares press releases for ITO programs & activities.Supports all areas of ITO public information.

10. Serves as a resource person, referral agent andliaison between ITO and campus and community groups,thereby expanding internal and external programdevelopment.IV. Position RequirementsMinimum Requirements: Master's degree; four yearsdemonstrated experience in coordinating programs forstudents and professionals from other countries;familiarity with funding agencies and major trainingcontractors.Knowledge, Skills, and abilities Critical to thePerformance of This Position:

Ability to organize, manage, implement, monitor andevaluate campus based, short term training programsand activities for international participants;

Strong organizational, leadership, and decision-making skills;

Ability to interact with people from differentcultures and social background;

Ability to exercise independent initiative in termsof carrying out the responsibilities of the position;

Ability to work with minimum supervision;

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Ability to prioritize work according to deadlinesand pre-set objectives;

Ability to coordinate a number of programs andprojects simultaneously;

Proficient in software, including word processing,spreadsheets, and data bases.V. Inter-RelationshipsThis is a key position in the ITO. The job assignmentscome primarily from the ITO Director. Like allpositions in the Division of International Programs,the position of Training Coordinator requiresexceptional communication nad interpersonal skills.Creativity and a positive, enthusiastic attitude ofcustomer service are also highly valued. Strongcontributions to the team-oriented environment areexpected, as is the ability to work with varyingcampus groups who support international education atNIU.

8/2004 – 8/15/2011

Senior Training Assistant. International Training Office,Northern Illinois University, DeKalb, IL. Dutiesinclude assisting in drafting grant project proposals,research, workshop facilitation, monitoring, mediationif necessary, documentation, trouble shooting,critiquing participants’ peace-related communityproject proposals, developing evaluation instruments,interpreting evaluation results, events planning,editing training manuals and post-program books,liaison with home country coordinators, training newstaff members, developing systems and procedures andoffice manual, leading field visits, instructionaltechnology, managing specific program websites, andproducing instructional and program-related videoclips Indonesian Local Government Program, “IncreasingPublic Responsibility and Awareness in City Planningand Development,” Summer 2011.

Zhejiang University of Technology, “Technology,Leadership and American Culture,” Spring 2011.

Bi-Communal Cyprus Program, Summer 2010 The Past Is Always Ahead of Us: Empowering

Indigenous and Minority Leaders in the SouthernPhilippines, Batch 1 (May 15-) and Batch 2 (October2-23, 2010)

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Philippine Youth Leadership Program (PYLP): Engaginga New Generation in the Southern Philippines inInterethnic Dialogue and Conflict Resolution(2007, 2008, 2009, 2010, 2011) U.S. StateDepartment, Bureau of Educational and CulturalAffairs grant proposal, 9/07-12/09.  “CulturalCitizens and North-South Dialogue: Building theNational Identity and Civic Participation in thePhilippines.” Amount: $275,000.

“Advanced Topics in Mechanical Engineering forStudents from Kyungnam University – South Korea”(2005, 2006, 2007, 2008).

“Cultural Citizens and North-South Dialogue:Building the National Identity & CivicParticipation in the Philippines” (2008).

NIU-Bordeaux (France) Law Program (2007 & 2008) “Bridging the Gap: Engaging a New Generation in the

Southern Philippine” (ACCESS – Access toCommunity and Civic Enrichment for Students)[2004, 2005, 2006]. Annual amount: about$250,000.

The Autonomous Region of Muslim Mindanao (ARMM) andMajority-Minority Relations in the Philippines:Religion, Education, Community, and PoliticalProcess (2006). Amount: to $368,370.

Bicommunal Cyprus Dialogue and Conflict Resolution:A Summer Program for Students from Cyprus(2006). $80,000.00.

Capacity Building And Advocacy for Women’sParticipation in Grassroots Democracy in SriLanka (2003).

Strengthening Civil Society in Sri Lanka throughBuilding Advocacy Partnerships Among NGOs andDeveloping Local Leadership (2002).

8/2003–8/2004 Graduate Teaching Assistant, Center for Burma Studies ofthe Graduate School, Northern Illinois University,DeKalb, IL

Assisted in preparing reports to the VicePresident for Research and Dean of the GraduateSchool

Assisted in implementing the International BurmaStudies Conference, 2000, 2004

Assisted in developing a database of book

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collection in English and foreign languages Website development Assisted in setting up various museum exhibits

from the Collection Conducting research, doing campaign and outreach

work, as well as assist in publications on Burma5/2004 –8/2004

Graduate Teaching Assistant, Teaching Assistant Trainingand Development Office (TATD), Northern IllinoisUniversity, DeKalb, IL

Assisted in preparing the Annual TeachingAssistant Orientation

Assisted in preparing the Professional Portfolioof Dr. Elizabeth Miller

8/1999 –5/2003

Graduate Outreach Assistant, Center for Southeast AsianStudies, Northern Illinois University, DeKalb, IL

Conduct research Develop database Assist in organizing conferences Travel all over Illinois to teach teachers and

professors about Southeast Asia2007-2010 Teaching Assistant, Dr. Jorge Jeria, Department of Counseling,

Adult and Higher and Education, College of Education,Northern Illinois University, DeKalb, Illinois, U.S.A.

1985-Present Lecturer, Paper Reader, Lecturer, and Facilitator on Human Rights andPeace Education, Austria, Bangladesh, Brazil, Canada,Cambodia, Chile, Denmark, France, Germany, India,Indonesia, Japan, Malaysia, Nepal, Netherlands,Pakistan, South Korea, Switzerland, the Philippines,Singapore, Thailand, United Kingdom, U.S.A.

7/1990-96 Lecturer and Facilitator, Annual International TrainingSeminar on Teaching about Human Rights and Peace forTeachers, Centre international de formation àl’enseignement des droits de l’homme et de la paix(CIFEDHOP), in the 1990s, in Geneva, Switzerland, inEnglish, French, and Spanish languages

ADDITIONAL TRAINING1999 March 21-28

Certified Human Rights Field Officer, Pre-MissionTraining Course for Human Rights Field Officers,Federal Department of Foreign Affairs of Switzerland,Cartigny and Geneva, Switzerland

July 1986; International Institute of Human Rights, Strasbourg,

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July 1987 France, Certificates in International Law of HumanRights,

August 1980- May 1981; August 1983-May 1985

University of Paris, Sorbonne, Certificates of FrenchCivilization, “Economic Section,” Section A,(Language, Literature, History, Geography, Politics,etc.), English-French and French-English Translations,Colloquial French

August-December 1983

Certificate of Business French, Chambre de Commerced'Industrie de Paris, France

July – August1982

Harvard University, cross-enrolled, audited courses in“International Economics” and “Economics of the MiddleEast”

INTERNSHIP AND RESEARCH1989 International Committee of the Red Cross, Geneva,

Switzerland: Linkage between International HumanRights and International Humanitarian Law

July – August1987

Council of Europe, Directorate of Human Rights,Strasbourg, France: Conscientious Objection to HumanRights; and, Asian Conceptions of Human Rights

August 1987 European Youth Conference, European Youth Center,Strasbourg, France; I did simultaneous interpretingfor the English and French languages

April – July 1979

Department of Foreign Affairs, Government of thePhilippines

FUNDED RESEARCH EXPERIENCE AND GRANTS AMIDEAST, Bi-Communal Cyprus Summer Program, 2010, Project

Leaders: Dr. Lina Ong and Dr. J. D. Bowers; $88,500 AMIDEAST, Bi-Communal Cyprus Summer Program, 2006; I wrote the

winning proposal; Project Leaders: Dr. Lina Ong and Dr. Richard Orem; $80,000

Fulbright Scholarship, 1996-1999 Asia Foundation; Rapporteur: Human Rights Debate in Asia Association Mondiale Pour l'Ecole Instrument de Paix, (EIP),

Switzerland Centre international de formation pour l'enseignement des droits de l'homme et de

la paix (CIFEDHOP), Switzerland Department of State

U.S. State Department, Bureau of Educational andCultural Affairs grant proposal, 2009-2011,“The Pastis Always Ahead of Us: Empowering Indigenous and

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Minority Leaders in the Southern Philippines;”$350,000; Project Leaders: Dr. Susan Russell and Dr.Lina Ong

U.S. State Department, Bureau of Educational andCultural Affairs grant proposal, 2009-2010,“Philippine Youth Leadership Program: Building a NewGeneration of Citizens as Catalysts for SocialChange;” $275,000.

U.S. State Department, Bureau of Educational andCultural Affairs grant proposal, 9/07-12/09. “CulturalCitizens and North-South Dialogue: Building theNational Identity and Civic Participation in thePhilippines”. Project Leaders: Dr. Susan Russell andDr. Lina Ong; $368,370

U.S. State Department, Bureau of Educational andCultural Affairs grant, 7/2003-12/04; 2004-05; 2005-06; 2006-07; 2007-08; 2008-09. ACCESS Philippines:‘Bridging the Gap: Engaging a New Generation inInterethnic Dialogue and Conflict Resolution in theSouthern Philippines’. Project Leaders: Dr. SusanRussell and Dr. Lina Ong; $200,000/year; $1,400,000total so far; currently beginning 6th year of funding;submitting a new open-competition grant in process.

U.S. State Department, Bureau of Educational andCultural Affairs grant, 8/2005 – 5/07.

“The Autonomous Region of Muslim Mindanao andMajority-Minority Relations in the Philippines:Religion, Education, Community, and PoliticalProcess”. Project Leaders: Dr. Susan Russell and Dr.Lina Ong; $167,560.

Ford Foundation Sourcebook on International Human Rights and

International Humanitarian Law, Project Leader: Rey Ty Project Leader: Psycho-Social and Bio-Medical

Treatment of Victims of Torture, Project Leader: ReyTy

Friedrich Naumann Stiftung (Germany): Establishment of anASEAN Human Rights Mechanism

School as Instrument of Peace, (Germany): Diversity,Multiculturalism, and the Dangers of Romanticism

United Nations Non-Governmental Individual (NGI): World Conference on

Human Rights Regional Meeting in Bangkok, Thailand and

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World Conference on Human Rights in Vienna, Austria(1993)

Training Judges, Police, Military, Public Officialsafter the Establishment of Democracy in Nepal

University of Duisberg (Germany): “Human Rights Debate betweenUniversalists and Cultural Relativists”

Institute of East Asian Studies, University of California,Berkeley, Thesis Grant, “Nuclear Arms Development Program ofthe People’s Republic of China”

HONORS, AWARDS, AND SERVICEMember, Phi Beta Delta Honor Society for International Scholars

(Zeta Gamma Chapter)Member, Pi Lambda Theta International Honor Society

and Professional Association in EducationMember, Kappa Delta Pi International Honor Society (Delta Epsilon

Chapter)Member, Pi Gamma Mu International Honor SocietyNolan Prize for Innovation in Adult and Higher Education, Fall

2007Outstanding Graduate Student Award, Division of Research and

Graduate Studies, Spring 2007Phyllis Cunningham Social Justice Award, Spring 2007International Student Opportunity Fund Scholarship, Fall 2006Outstanding Graduate Student Research Award, 2006 Midwest

Research-to-Practice Conference in Adult, Continuing,Extension, and Community Education

Member, Search Committee for the Chair of the Department ofCounseling, Adult and Higher Education, Northern IllinoisUniversity

PROFESSIONAL AFFILIATIONSMember, Academy of Human Resource Development, U.S.A.Member, American Political Science Association, U.S.A.Member, Asian Studies Association, U.S.A.Lifetime Member, Philippine Political Association

Teaching Interdisciplinary Courses: Peace Education, Conflict

Transformation, Human Rights Based Approach, InterculturalCommunication, Grant Proposal Writing

Political Science: Philippine Government and Politics,Comparative Politics (Theory, Western Europe, East Asia,

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Southeast Asia, U.S.A.), International Relations, ResearchMethods, Political Thought (Western, Asian, French,Classical, Medieval, Modern, and Post-Modern Thought),Environmentalism, Development, Political Economy, Feminism,Consumer Rights

Education: Educating Culturally Diverse Adults;Instructional Theory and Practice in Teaching Adults;Curriculum and Program Development in Adult and ContinuingEducation; Policy Studies in Adult Continuing Education;Community Project Development and Adult Education; Issues inAdult and Higher Education; Adult and Higher Education inSocial Context; International Adult Education, and AdultLearning in Social Movements: Building Civil Society;Learning How to Learn; Freire Reader

Served on and Chaired Master’s theses committees and servedas Dean’s representative for Master’s theses defense

Use Distance Education and Learning Technologies

CONTINUING PROFESSIONAL DEVELOPMENT IN TEACHINGAttendance in Workshops on Teaching

Strategies2011 04 14 Problem-Based Learning2011 04 15 Conducting Surveys and Collecting Student Feedback2011 04 04 Screen casting: Quick and Simple Creation of Educational

Video Tutorials2011 03 23 Effective Delivery Techniques: Little Things that Make a

Big Difference2011 03 09 Using Graphic Organizers to Help Students Construct

Meaning2011 03 08 Concept Inventories: Measuring Learning and Quantifying

Misconceptions2010 01 07 Learner-Centered Curriculum, Pedagogy, and Feedback =

Student Success2009 01 08 Teaching Inclusively: An Approach to the Dynamics of

Diversity in the University Classroom 2008 01 10 Promoting Active Learning through Blended Courses2007 04 06 Certificate of Participation, “Ethics and Research:

Current Questions and Controversies”2007 Spring Graduate Teaching Certificate2007 Spring Certificate of Participation, Teaching Assistant

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Orientation2003 Spring Graduate Teaching Certificate2003 03 28 Interacting with Students Who Have Disabilities2003 02 23 Achieving Your Goals for Classroom Learning2003 02 08 Small Group Discussion: Teaching with Collaborative

Learning Groups2003 01 09 Developing a Teaching Portfolio2003 01 08 Integrating Technology into the Classroom2003 11 08 The Fine Art of Lecturing2002 10 18 Time ManagementFall 2002 Certificate of Participation, Teaching Assistant Training

and Development, NIUFall 1999 Seminar in College Teaching of Political Science,

Department of Political Science, Northern Illinois University

MULTIMEDIA AND SOCIAL MEDIA COMMUNICATION SKILLSOnline Synchronous and Asynchronous Classroom, Online Survey, Blogging, Digital Voice Recording, Digital Video Recording, Production of e-Books, Video Production, Screen-casting to Produce Video Tutorials, Production of Animated Cartoon Videos, Special Photo Effects, Special Text Effects, Online Petition, Online Press Release, Web Development and Maintenance

LANGUAGES English: Fluent. I have always had English as the medium of

instruction from my pre-school education to university-levelteaching. I have lived at the University of California atBerkeley area, U.S.A. from 1981 to 1983 to do my Master’sdegree and in Chicago land area from 1996 to the present bothto finish my second Master’s degree and Doctorate at NorthernIllinois University.

French: Fluent. I have lived in Paris, France from 1980 to1981 and from 1983 to 1985 to do Certificate courses in FrenchCivilization at the University of Paris, Sorbonne andCertificate in Business French with the Chamber of Commerce andIndustry of Paris. I have also done Certificate courses inInternational Human Rights Law and International HumanitarianLaw with the International Institute of Human Rights inStrasbourg, France in the summers of 1983, 1985, and 1986.

Spanish: High Proficiency Indonesian: Basic level.

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MOTHER TONGUES Chinese and Filipino

TRAVELS FOR RESEARCH, PAPER PRESENTATIONS, AND LEISUREAsia Bangladesh, Cambodia, China, Hong Kong, India, Indonesia,

Japan, Malaysia, Nepal, Pakistan, Philippines, Singapore,South Korea, Taiwan, Thailand

Europe Belgium, Denmark, France, Germany, Italy, Monaco, Spain,Switzerland, United Kingdom

Americas

Brazil, Canada, Chile, U.S.A.

MOST RECENT RESEARCH AND PUBLICATIONS (IN REVERSE CHRONOLOGY)

Peer-Reviewed Journal Articles1. Ty, R. (2011). Social Injustice, Human Rights Based

Education, and Citizens’ Direct Action to Promote SocialTransformation in the Philippines. In Education, Citizenship andSocial Justice, 6(3), .

2. Vivona, B., & Ty, R. (2011). Traumatic death in theworkplace: Why should HRD care? In Advances in Human Resources,13, 99-113.

3. Ty, R. (2000). The concept of power and the “relativeequality” of women and men in Southeast Asia. In The HumanRights Journal 4(1 & 2), 57-80.

4. Ty, R. (1997). The human rights debate in the SoutheastAsian region: Universality vs. cultural relativism. INEFReport, 23, 3-14. Institut für Entwicklung und Frieden derGerhard-Mercator-Universität-GH-Duisburg zurwissenschaftlichen Begleitung der Stiftung Entwicklung undFrieden. Gesamthochschule Duisburg. Heft 23/1997. (Institutefor Development and Peace at the Gerhard-Mercator-University-GH-Duisburg for the scientific support of theFoundation for Development and Peace. GesamthochschuleDuisburg. Issue 23/1997).

5. Ty, R. (1997). Socio-economic development and politicalfreedom in the Philippines. In The Human Rights Journal3(2), 63-108.

6. Ty, R. (1996). Pour un universalisme sans exclusives: Notre commune humanité. Thématique n° 4, Cultures, Education et Sociétés: La place des droits de l’homme, (Geneva, Switzerland ; also available in

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http://www.eipcifedhop.org/publications/thematique4/themati que4.html)

7. Ty, R. (1996). Human rights of migrant labor and refugees inthe member states of the ASEAN. Foreign Relations Journal XI(1), 49-82.

8. Ty, R. (1992 April-May). Teaching children’s rights in thePhilippines. Social Education 56(4), 220-221.

Other Publications1. Ty, R (in the press now 2011). Three models of peace

education: Implications and challenges for societiesexperiencing internal armed conflicts. In M. Thapa (Ed.).Internal conflicts & peace building challenges. New Delhi:India: New Century Publication.

2. Beltran-Figueroa, M. & Ty, R. (2011). Weaving together thelives of refugee women. Proceedings of the Midwest Research to PracticeConference. St. Charles, MO: Lindenwood University.http://www.lindenwood.edu/mwr2p/docs/papers/Beltran-FigueroaTy.pdf

3. Beltran-Figueroa, M., Folkman, D., Glowacki-Dudka, M., Syam,D. S., & Ty, R. (2011). Models of common ground for socialaction, community development, and scholarly research.Proceedings of the Midwest Research to Practice Conference. St. Charles,MO: Lindenwood University.http://www.lindenwood.edu/mwr2p/docs/papers/Beltran-FigueroaFolkmanGlowacki-DudkaSyamTy.pdf

4. Ty, R. (2010 December). Indigenous peoples in thePhilippines: Continuing Struggle. Focus Asia-Pacific, 62, 6-9.Osaka, Japan: HuRights.http://niu.academia.edu/ReyTy/Papers/385880/Rey_Ty._2010_December_._Indigenous_Peoples_in_the_Philippines_Continuing_Struggle._Focus_Asia-Pacific_62_6-9._Osaka_Japan_HuRights

5. Ty, R. (for submission for publication in 2011). Indigenouspeoples in the Philippines: History, role of the state,indigenous peoples’ rights and challenges.

6. Beltran-Figueroa, M. & Ty, R. (2011). Critical HRD andculturally appropriate human rights-based projects forrefugees. Proceedings of the AHRD Conference. Chicago, IL:  Academyof Human Resource Development.http://niu.academia.edu/ReyTy/Papers/286423/Maria_Beltran-Figueroa_Refugee_Resource_and_Research_Institute_Indianapolis_and_Rey_Ty_International_Training_Office_Northern_Illinois_University_._2011_._Critical_HRD_and_Culturally_Appropriate

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_Human_Rights-Based_Projects_for_Refugees._Proceedings_of_the_Academy_of_Human_Resource_Development._Chicago_Academy_of_Human_Resource_Development

7. Ty, R. (2010). Education for justice. Proceedings of the MidwestResearch to Practice Conference. Lansing, MI: Michigan StateUniversity.http://niu.academia.edu/ReyTy/Papers/269031/Rey_Ty._2010_._Education_for_justice._In_Proceedings_of_the_Midwest_Research_to_Practice_Conference._Lansing_MI_Michigan_State_University

8. Ty, R., Al-Karzon, A. & Hunting. E. (2010). Islam:Misconceptions, current trends, and the role of adult andcommunity education. Proceedings of the Midwest Research to PracticeConference. Lansing, MI: Michigan State University.http://niu.academia.edu/ReyTy/Papers/269033/Rey_Ty_Al-Karzon_A._and_Hunting_E._J._2010_._Islam_Misconceptions_current_trends_and_the_role_of_adult_and_community_education._In_Proceedings_of_the_Midwest_Research_to_Practice_Conference._Lansing_MI_Michigan_State_University

9. Ty, R. (2010). Early Freire, scientific Freire, and matureFreire: Epistemological rupture or partial shifts?Proceedings of the Midwest Research to Practice Conference. Lansing, MI:Michigan State University.http://niu.academia.edu/ReyTy/Papers/269032/Rey_Ty._2010_._Early_Freire_scientific_Freire_and_mature_Freire_In_Proceedings_of_the_Midwest_Research_to_Practice_Conference._Lansing_MI_Michigan_State_University

10. Ty, R. (2010). Muslims’ syncretism of the HinduRamayana in the predominantly Christian Philippines.Proceedings of the Third International Ramayana Conference. DeKalb, IL:Northern Illinois University.http://niu.academia.edu/ReyTy/Talks/23816/Muslims_Syncretism_of_the_Hindu_Ramayana_in_the_Predominantly_Christian_Philippines

11. Ty, R. (2010). Youth and adult education for socialchange in the Philippines: Linking education with NGOs,social movements and civil society. In Human rights education inthe Asia-Pacific Vol. I, (pp. 111-137). Osaka, Japan: Asia-Pacific Human Rights Information Center.http://niu.academia.edu/ReyTy/Books/285954/Rey_Ty._2010_._Youth_and_Adult_Education_in_the_Philippines_Linking_Education_with_NGOs_Social_Movements_and_Civil_Society_pp._111-

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137_._In_Human_Rights_Education_in_Asia-Pacific._Osaka_Japan_Asia-Pacific_Human_Rights_Information_Center_Hurights_Osaka_

12. Russell, S. & Ty, R. (2010). Conflict transformationefforts in the southern Philippines. In Carter, C. (Ed.).Conflict resolution and peace education: transformations across disciplines.New York: Palgrave Macmillan.http://niu.academia.edu/ReyTy/Books/268754/Russell_S._and_Rey_Ty._2010_._Conflict_Transformation_Efforts_in_the_Southern_Philippines._In_C._Carter_Ed._._Conflict_Resolution_and_Peace_Education_Transformations_across_Disciplines_pp._157-186._New_York_Palgrave_McMillan

13. Ty, R. (forthcoming). Women’s political engagementsin peace building efforts. In Molnar, A. (Ed.). We are notvictims, we are agents of change: Women’s peace building efforts throughpolitical engagement in Southeast Asia. New York: RoutledgeAcademic Publisher.

14. Ty, R. (2010). Hip Hopping and rapping with 50 Cent,Kanye West, Lil Wayne, Eninem, and Immortal Techniques:Cultural renaissance for whom and at whose expense?Proceedings of the African American Latino/a American Leadership Conference.DeKalb, IL: Northern Illinois University.http://niu.academia.edu/ReyTy/Papers/269099/Rey_Ty._2010_._Hip_Hopping_and_Rapping_with_50_Cent_Kanye_West_Lil_Wayne_Eminem_and_Immortal_Technique_Cultural_Renaissance_for_Whom_and_at_Whose_Expense_Proceedings_of_the_African_American_Latino_a_American_Leadership_Conference_2010._DeKalb_Northern_Illinois_University

15. Ty, R. & Daniels, D. (2010). President Barack Obama’spolicy rhetoric and action: Which side are you on?Proceedings of the African American Latino/a American Leadership Conference.DeKalb, IL: Northern Illinois University.http://niu.academia.edu/ReyTy/Papers/269098/Rey_Ty_and_Daniels_D._C._2010_._President_Barack_Obamas_Policy_Rhetoric_and_Action_Which_Side_Are_You_On_African_American_Latino_a_American_Leadership_Conference_2010._DeKalb_Northern_Illinois_University

16. Ty, R., Daniels, D. & Pongo, T. (2010). And justicefor all! The contributions of the African Diaspora to theenrichment of critical theory: Postcolonial theory andcritical race theory. Proceedings of the African American Latino/aAmerican Leadership Conference. DeKalb, IL: Northern IllinoisUniversity.

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http://niu.academia.edu/ReyTy/Papers/269105/Rey_Ty_Daniels_D._C._and_Pongo_T._2010_._And_Justice_for_All_The_Contributions_of_the_African_Diaspora_to_the_Enrichment_of_Critical_Theory_Postcolonial_Theory_and_Critical_Race_Theory._In_Proceedings_of_the_African_American_Latino_a_American_Leadership_Conference_2010._DeKalb_Northern_Illinois_University

17. Russell, S., Ong, L., & Ty, R. (2010). Philippine youthleadership program: Inter-ethnic dialogue and conflict resolution. DeKalb:Northern Illinois University International Training Office.http://www.niu.edu/ito/forms/pylp_access.shtml

18. Ty, R., (Ed.). (2009). Training manual on youth leadershiptransformation & civic engagement: Principles, tools, and strategies. DeKalb,IL: Northern Illinois University International TrainingOffice.

19. Ty, R. (2009). Where have all the indigenous peoplesgone? A participatory action research: Embracing the momentto act in a time of change. Proceedings of the Midwest Research toPractice Conference. Chicago: Northeastern IllinoisUniversity.http://niu.academia.edu/ReyTy/Papers/269035/Rey_Ty._2009_._Where_have_all_the_indigenous_peoples_gone_A_participatory_action_research_Embracing_the_moment_to_act_in_a_time_of_change._Proceedings_of_the_Midwest_Research_to_Practice_Conference._Chicago_Northeastern_Illinois_University

20. Ty, R., Rajbhandari, A., Tusiime, M., & Hunting, E.(2009). Armed conflict, adult education, and social changein Asia, Africa, and Latin America. Proceedings of the MidwestResearch to Practice Conference. Chicago: Northeastern IllinoisUniversity.

21. Ty, R., Razvi, M., & Hunting, E. (2009). Gender rolesin post-colonial societies: Breaking stereotypes inSoutheast, West, and South Asia. Proceedings of the MidwestResearch to Practice Conference. Chicago: Northeastern IllinoisUniversity.

22. Russell, S., Ong, L., & Ty, R. (Eds.). (2009). Philippineyouth leadership program: Engaging a new generation in the southernPhilippines in inter-ethnic dialogue and conflict resolution. DeKalb, IL: Northern Illinois University International Training Office.

23. Ty, R. (Ed.). (2008). Social injustice, armed conflict, populareducation and social transformation: Training manual. DeKalb, IL:Northern Illinois University International Training Officeand Center for Southeast Asian Studies.

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24. Russell, S., Ong, L., & Ty, R. (Eds.). (2008). Philippineyouth leadership program. DeKalb, IL:  Northern IllinoisUniversity International Training Office and Center forSoutheast Asian Studies.

25. Ty, R. (2008). Two women presidents later: Stilldictatorship and democracy in the Philippines. Chicago:Northeastern Illinois University.

26. Ty, R. (2008). Where Moses, Jesus, Mary, Marx, andFreire Share Rice and Fish at the Table: Post-ColonialChristians, Theology of Struggle, Gender, and NationalLiberation in the Philippines. Proceedings of the Midwest Researchto Practice Conference. Bowling Green: Western KentuckyUniversity.

27. Ty, R. & Razvi, M. (2008). Critical post-colonialfeminism in Southeast Asia and South Asia. Proceedings of theMidwest Research to Practice Conference. Bowling Green: WesternKentucky University.

28. Ty, R. (2008). Pious Women, Prostituted Women:Contending Interpretations of Buddhist Texts RegardingGender Roles in the Thai Social Context. Proceedings of theAfrican American Latino(a) Conference. Chicago: NortheasternIllinois University.

29. Ty, R. (2008). The Ties that Bind: Social Injustice,Rebellion, Peace Education, and Social Change. Proceedings ofthe Conference on Education and the Public Good: Emerging Trends inInterdisciplinary Research. Chicago: University of Illinois atChicago.

30. Ty, R., Konaté, M., & Carvalho, F. (2008). Gender,Culture, and Religion: Marginalization, Popular Education,and Empowerment of Women in Asia, Africa, and Latin America.Proceedings of the Midwest Research to Practice Conference. BowlingGreen: Western Kentucky University.

31. Ty, R., Konaté, M., & Carvalho, F. (2008). CriticalPost-Colonial Feminism in Asia, Africa, and Latin America:Gender, Advocacy, and Development. Proceedings of the AfricanAmerican Latino(a) Conference. Chicago: Northeastern IllinoisUniversity.

32. Ty, R. (2007). Evaluating Philippine Peace EducationProgram. Proceedings of the AHRD Conference. Indianapolis, IN: Academy of Human Resource Development.

33. Russell, S. & Ty, R. (2007).  Armed Resistance, PeaceNegotiations, Peacebuilding Activities, and ConflictTransformation Efforts in the Southern Philippines.  Paper

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presented at the Symposium on Conflict Transformation: Theory and Practice for Peace in Troubled Times, October 4-6, 2007, University of North Florida at Jacksonville.

34. Russell, S., Ong, L., & Ty, R. (Eds.). (2007).  Inter-ethnic dialogue and conflict resolution in the southern Philippines. DeKalb,IL:  Northern Illinois University International TrainingOffice and Center for Southeast Asian Studies.

35. Russell, S., Ong, L., & Ty, R. (Eds.). (2007). Theautonomous region of Muslim Mindanao & majority-minority relations in thePhilippines: Religion, education, community & political process. DeKalb, IL:  Northern Illinois University International Training Officeand Center for Southeast Asian Studies.

36. Jeris, L., Baumgartner, L., Ty, R., Konate, M., &Diyadawa. (2007). Imperatives for Transformative Learning inThree Postcolonial Contexts.  Proceedings of the TransformativeLearning Conference. Albuquerque, NM:  University of New Mexico.

37. Ty, R. GABRIELA.  Best Research Paper, NorthernIllinois University Women's Studies Program.

38. Ty, R. (2007). Performance and Learning: But Where'sthe Social Justice? Proceedings of the AHRD Conference.Indianapolis, IN:  Academy of Human Resource Development.

39. Ty, R. (2007). Performance, Learning, and SocialJustice:  Theorizing Human Resource Development PracticesYesterday, Today and Tomorrow. Proceedings of the AHRD Conference.Indianapolis, IN:  Academy of Human Resource Development.

40. Ty, R. (2007).  Positivism vs. Critical Theory: ButWhere's the Third World?  Post-Colonial Practice and Theory-Building. Proceedings of the African American Latino(a) Conference. Chicago:  Chicago State University.

41. Ty, R. (2007).  Twin solitudes: Separation,transformative education, and reunification in post-colonialCyprus. Proceedings of the Midwest Research to Practice Conference. Muncie, IL:  Ball State University.

42. Ty, R. & Alonto, A. (2007). Intra-Faith Dialogue:  TheMissing Link in Interfaith Dialogue. Proceedings of the AfricanAmerican Latino(a) Conference.  Chicago:  Chicago StateUniversity.

43. Ty, R. & Konaté, M. (2007).  Post-Colonial Feminism inAsia and Africa. Proceedings of the Midwest Research to PracticeConference. Muncie, IN:  Ball State University.

44. Ty, R. (2006).  Oppression, Resistance, SocialJustice, and Sustainable Peace:  Transformative Education

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for the southern Philippines.  Proceedings of the African AmericanLatino(a) Conference.  Chicago:  Chicago State University.

45. Ty, R. (2006). GABRIELA:  Contributions of a ThirdWorld Women's Movement to Feminist Theory and Practice.Proceedings of the Midwest Research to Practice Conference. St. Louis: University of Missouri at St. Louis. Best Conference Paper. 

46. Russell, S., Ong, L., & Ty, R. (Eds.). (2006). Inter-ethnic dialogue and conflict resolution in the southern Philippines. DeKalb,IL:  Northern Illinois University International TrainingOffice and Center for Southeast Asian Studies.

47. Russell, S., Ong, L., Gonzalez, A., Ty, R., Madale,N., & Medina, N. (Eds.). (2005). The Mindanao conflict andprospects for peace in the southern Philippines: A perspective of youth. DeKalb, IL:  Northern Illinois University InternationalTraining Office and Center for Southeast Asian Studies.

PUBLICATIONS IN THE U.S.1999 Book Review, “KMU: Building Genuine Trade Unionism in the

Philippines, 1980-1994,” by Kim Scipes, in Pilipinas: A Journal ofPhilippine Studies, No. 32, Spring 1999.

1992 “Teaching Human Rights to Children in the Philippines,” SocialEducation, Vol. 56, No. 4 (April-May 1992):  220-21.

1998 “Modernization and ASEAN,” in ASEAN and China, ed. Joyce K.Kallgren, Noordin Sopiee, and Soedjati Djiwandono.  Berkeley:  University of California Institute of East AsianStudies, 1988.

PUBLICATIONS IN SWITZERLAND“Pour un universalisme sans exclusives: Notre communehumanité”, Thématique n° 4, Cultures, Education et Sociétés: La place desdroits de l’homme, Geneva, Switzerland. Seehttp://www.eipcifedhop.org/publications/thematique4/thematique4.html

1994 “Justice Denied in Asia,” in Justice Denied, Women’sInternational League for Peace and Freedom (WILPF), Geneva,Switzerland and International Institute for Human Rights,Environment and Development (Inhured International),Kathmandu, Nepal, 1994. See http://www.upd.edu.ph/~kssp/polsci/Ty.html

PUBLICATIONS IN GERMANY1997 “The Human Rights Debate in the Southeast Asian Region:

Universalism vs. Cultural Relativism,” in Franz Nuscheler,

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Ed. Controversies on the Universality of Human Rights and the Conditionality ofAid, INEF-Report, No. 23, Institut für Entwicklung undFrieden der Gerhard-Mercator-Universität, GesamthoschshuleDuisburg, Germany, Heft 23/1997.

PUBLICATIONS IN FRANCE1994 “International Human Rights Mechanisms and the Possibility of

Setting up an Asian Human Rights System,” in Proceeding of International Conference of Human Rights. Strasbourg. Friedrich Naumann Stiftung, 1994, see http://www.upd.edu.ph/~kssp/polsci/Ty.html

PUBLICATIONS IN THAILAND1993 Sole Author.  “Summary of Bangkok NGO Declaration,” presented

as Joint Statement by Asian Human Rights and Development NGOsduring the Asian Regional Meeting of the United Nations inpreparation for the U.N. World Conference on Human Rights, inOur Voice, Bangkok:  ACFOD, 1993.

1993 Co-Editor.  Our Voice:  Bangkok NGO Declaration on Human Rights.  Bangkok:  ACFOD, 1993.

PUBLICATIONS IN NEPAL1990 Co-Editor.  International Observers’ Recommendations to the

Constitution of Nepal, 1990, International Institute forHuman Rights, Environment and Development (INHURED) of Nepal,Recommendations to the Government of Nepal on Constitutional ReformsRegarding Human Rights

PUBLICATIONS IN THE PHILIPPINES1998 “The Concept of Power and the ‘Relative Equality’ of Women

and Men in Southeast Asia,” The Human Rights Journal, Vol 4, Nos.1 & 2, January-December 1998, pp. 57-63.

1997 “Socio-Economic Development and Political Freedom in thePhilippines,” The Human Rights Journal, Vol. 3 No. 2 (July-December 1997): 63-108. “Men’s Rights and Women’s Rights:  The Politics of CulturalConstructions about Gender Roles in Society,” Journal ofReproductive Health, Rights and Ethics.

1996 Professorial Chair Lecture and Paper, Megatrends in Power Shifts,Paradigm Shifts: Towards the Construction of New Cosmologies. QuezonCity: College of Social Sciences and Philosophy Publicationsof the University of the Philippines, published in 1997.

1996 “Human Rights of Migrant Labor and Refugees in the Member

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States of the ASEAN,” in Foreign Relations Journal, Vol. XI, No. 1,March 1996: 49-82.

1994 Axiology and Teleology of the Epistemology, Missiology, and Praxiology of HumanRights: Understanding Nature, Society, Culture and Consciousness. QuezonCity: Program Unit on Human Rights, NCCP, 1994.

1993 Sole Author. “Draft. Philippine Declaration on Human andPeople’s Rights,” Daily Globe, December 10, 1993, whole page.

1990 Editor. Truth and Freedom: Understanding and Teaching Human Rights.  Quezon City, Task Force Detainees of the Philippines, 1990.   Cited as a recommended reading by the National CoordinatingCommittee for UDHR50 of the Franklin and Eleanor RooseveltInstitute in http://www.udhr.org/ history/furtherreading.htm

1990 Peace Manifesto: An Agenda for the World, Quezon City: Program Unit onInternational Affairs, National Council of Churches in thePhilippines, 1990.

1990 “International Human Rights and Humanitarian Law and theProtection of the Rights of Children in Armed and Non-ArmedConflict Situations”, commissioned by UNICEF-Philippines andCoalition for Peace, 1990.

1990 Three part article in Philippine Human Rights Update: Part 1, “Divine Rights of Kings,” April 15-May 14, 1990, pp. 18-20; Part 2, “Divine Right: This Land is Mine,” May 15-June 14, 1990, pp. 20-23; and Part 3, “Divine Right: This Land is Mine,” June 15-July 14, 1990, pp. 18-20.

1989 Series of articles in Philippine Human Rights Update : “Human Rights: Concept and Advocacy in the Philippines,” July 15- August 14, 1989, pp. 18-20; “Morality and Ethics,” August 15-September 14, 1989, pp. 17-20; and “Moral Values,” September 15-October 14, 1989, pp. 16-20. 

1990 Series of articles on the French Revolution in Philippine Human Rights Update: “Lessons from the French Revolution,” November 15-December 14, 1989, pp. 16-27; “Calling for Liberté Egalité, Fraternité!” October 15-November 14, 1989, pp. 18-21; “Bicentenary of the French Revolution,” November 15-December 14, 1989; “The French Revolution and the PhilippinesToday,” February 15-March 14, 1990, pp. 20-21.

1989 Editor. International Human Rights Laws and Principles, Quezon City: Task Force Detainees of the Philippines, 1989. 240 pp.

1987 “Filipino Conception of Human Rights,” Philippine Human Rights Update, Vol. 2, No. 8, July-August 1987, p. 15.

1986 “Human Rights in Perspective,” Collegian Folio, Quezon City: Philippine Collegian, July 1986.

1987 “International Economic, Political, Military and Social

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Realities,” in Manual for Human Rights Speakers, Quezon City: TaskForce Detainees of the Philippines — Luzon, 1987. 

1991 “The 1991 Gulf War and its Linkage to the Question of Palestine,” Palestine Watch, No. 1, Quezon City: Society for Philippine-Palestine Unity, July 1991.

1991 “International Law and its Exigency in the Conduct of the 1991 Gulf Crisis,” Palestine Watch, No 2, Quezon City: Society for Philippine-Palestine Unity, July 1991.

1991 “Children, Women and Men Abused: Human Rights Violations Committed Against a People,” Palestine Update, p. 7.

1989 “Statement on the Philippine Recognition of the State of Palestine,” Palistina, Vol. 1, no. 3, November-December 1989.

1989 “Philippine Environmental Situation,” Philippine Human Rights Update, August 15-September 14, 1990, pp. 18-23. “The Struggle of Women,” Philippine Human Rights Update, Part 1, February 15-March 14, 1989, pp. 18-21; Part 2, March 15-April14, 1989, pp. 20-21.  

1987 “Economic Recovery and Human Rights,” in Social Science and the Economic Recovery, Allen L. Tan, Ruperto P. Alonzo and Alex B. Brillantes, Jr., (eds.), n.p, n.d., pp. 191-97. 

1987 “Criteria for the Application of Human Rights and Humanitarian Law,” Philippine Human Rights Update, Vol.3, No.2 October 15-November 14, 1987, pp. 14-17.

MAJOR RESEARCH PROJECTS IN THE PHILIPPINES1995-96

Project Leader, “Dictionary of Psycho-Social Terms,” Psycho-Social Program, Center for Integrative and Development Studies, University of the Philippines, Diliman, Quezon City

1990s Project Leader and Author, “Sourcebook on Human Rights and Humanitarian Law in the Philippines,” Center for Integrative and Development Studies, University of the Philippines, funded by the Ford Foundation

PAPER PRESENTATION IN SWITZERLAND1991-1995

“International Human Rights Laws and Specific Themes,” Education in Human Rights and Peace: issues and guidelines for teaching: European Seminar for Teachers, Geneva, Switzerland, about five Summers around 1991-1995.

PAPER PRESENTATION IN FRANCEPaper Presentor and Consultant, “Feasibility of Setting Up anAsian Mechanism on Human Rights in Asia,” Friedrich Naumann Stiftung, Germany, meetings held in Strasbourg, France;

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Bangkok, Thailand; and Manila, Philippines

PAPER PRESENTATION IN GERMANY1997 “Multiculturalism and Human Rights,” Teachers’ Training,

Nordenham, Ecole-Instrument de Paix (EIP-Germany), Summer 1997.

1997 “Judaism, Christianity, Islam and Human Rights”, Nordenham, EIP-Germany, Summer 1997.

PAPER PRESENTATION IN NEPAL1993 “Code of Conduct for Security Forces,” Lecture on

International Human Rights Law as they relate to Law-Enforcement Officials, “Human Rights Training to Law-Enforcement Officials,” sponsored by the Kathmandu-based International Institute for Human Rights, Environment and Development (INHURED International), a three-day long human rights study session for about 80 law-enforcement officials (police, judges, prosecutors, prison and administrative officials), and lawyers and NGO representatives in June 1993,Kathmandu, Nepal.

PAPER PRESENTATION IN THAILAND1990 “Displacement and Dispossession in the Philippines.”

Conference on Displacement and Dispossession of Communities in the ASEAN region, sponsored by the Regional Council on Human Rights in Asia, Bangkok, Thailand, 29 November 1990.

PAPER PRESENTATION IN INDIA1990-1996

Paper Presenter, “International Human Rights and HumanitarianLaw,” Ecumenical Christian Center, Whitefield, Bangalore, India, for about 3 sessions from 1990 to 1996 period

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My Teaching Philosophy

My teaching philosophy has two major components:philosophy and methodology. My philosophy is furthersubdivided into three subsections: (1) lifelong learning,(2) preparing for life, and (3) giving back to society. Mymethodology is subdivided into two subsections: (1)cooperative and active learning pedagogy and (2)collaborative and interactive learning experience.

Philosophy

Lifelong LearningAs an educator, I believe that education is a lifelongprocess. Teaching is both a privilege and a responsibility.Teaching is my calling, my life, my adventure, my passion,my joy, my love, and my reason for being. I am committed tomy students’ learning journey. My teaching style has evolvedthrough the years and continues to evolve. I learn fromexperience, my mistakes, my peers, and, yes, my students.Hence, my role is to create a supportive learningenvironment and to facilitate student learning in order toprepare students in life by providing them with the tools toview the world. I inspire a glow of intellectualinquisitiveness to excite student interest in learning andcultivate the philosophical, intellectual and social valuesof students. By engaging students in dialectical dialogues,I offer a critical education which opens their minds. Indoing so, I cultivate such values as love of knowledge,search for wisdom, ability to think analytically andcritically, and social values in them. I encourage studentsto continue studying throughout life in order to gainunderstanding and wisdom. As a consequence, they becomemore inquisitive as they mature and learn beyond what isrequired.

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Preparing for LifeI groom students and assist in the development and growth oftheir knowledge, understanding, analytical skills, andjudgment. I help students succeed in their life not only byteaching them about the current situation or how to adjustto it, but more importantly by helping them gainintellectual power by laying the foundation and contributingto their overall development. I lay the intellectualfoundation for their philosophical, ethical, and politicalculture. I welcome intellectual debates and contendingperspectives to discover the merits and demerits of thearguments of each side regarding issues at hand. Byentering into dialogical exchange, students develop theircritical thinking capacities. Democratic but not anarchic,I clarify that despite my call for open and criticalthinking, it is not an open season for “free for all”thinking that has no boundaries. On the contrary, I clarifythat thee are limits to tolerance and acceptance, especiallywhen it relates to such phenomena as fascism and genocide.

Giving Back to SocietyI instill wisdom and goodness in the students by explainingthat happiness, liberty, social justice, and peace are theaims of education as well as of human existence. Thus, Ilay the foundation for their ethical and intellectual life.I link philosophy and politics and develop in the students asense of social ethics, social consciousness, socialconscience, social criticism, and social action. I educatethe whole person and use philosophy to explain the need foreach one to strike balance between being, thinking, feeling,and doing. I help students—who bring with them theirethnic, gender, color, and other identities—to learn how tothink critically and engage in dialogue in order to solveproblems and to build their community, country, and theworld. Students are citizens who later take on positionsthat can be used to promote a good life for themselves andfor everyone in their homes or in the world. Thus, I invokemy students to use knowledge to construct a better world.

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Methodology

Cooperative and Active Learning Pedagogy As my teaching is student-oriented, classroom climate iscollegial, supportive and spontaneous. The classroomenvironment is non-competitive and non-competitive. Todevelop a common intellectual community life to my students,I establish a web of intellectual discussions in thephysical classroom setting and through different forms ofelectronic communication so that all of us can communicateanytime of the day and night. Activities are problem-centered and student-driven. I bring in my enthusiasm,their cultures, and our technologies into the learningprocess in order to increase students’ motivation forlearning. Teaching is developmental rather than directiveor presentational. Multi-level outcomes are expected aslearning includes facts, understanding, processes,applications, and, most importantly, critical reflections.Initial objective setting, mid-term evaluation, andadjustments are based thereon. I encourage contact betweenstudent and faculty as well as reciprocity and cooperationamong students. In order to push students to think beyondtheir comfort zones, I give prompt feedback to the qualityof work or discussion done in the hope that they will pushthe limits of their critical thinking much further. Irecognize and respect diverse talents and ways of learning.I respect diversity and embrace divergent individual valuesand views. By engaging them in a multitude of diverseactivities with colleagues, instructors, and guests, I helpstudents increase their social, intellectual, cultural, andhuman capital.

Collaborative and Interactive Learning Experience As students have different learning styles. Therefore,learning is achieved through multiple formats. I encourageself-directed learners to read more supplementary materials.And have one-on-one discussions with me. As students todayare wired technophiles, I provide them with interactiveOnline Web Resources in our web-based Class Blackboards

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which serve as windows to the world of knowledge. In class,we are always engaged in interactive learning strategies,including among others the following: Socratic questionposing, structured reflection, problem solving, groupdiscussions, plenary class discussions, interactivelectures, PowerPoint presentations, case studies, and snapdebates. I welcome students to come to my office—even to theextent of holding extra office hours—so that I can have achance to listen to students about their concerns as well asthe strengths, weaknesses and their recommendations for theclass which I institute immediately thereafter during thesame semester. The summative evaluation helps me improve myteaching for the subsequent semesters.

In Summary

In a nutshell, I believe that education serves threepurposes which an educator needs to address: lifelonglearning, preparing for life, and giving back to society.This philosophy works when implemented through cooperativeand active learning pedagogy and learning experience.Students become empowered independent thinkers who have apassion to take control of their own learning and to makechoices that make them as individuals happy who contributeto the well-being of society as a whole. It is easy to befrustrated; but patience and flexibility are my constantcompanions. I am joyful that, at the end of the day, mystudents have risen to the challenges I have set out forthem, many of whom are now productive individuals who usethe power of their knowledge and their positions to bringabout valuable changes here and abroad for the common good.A Chinese proverb states that “a journey of a thousand milesbegins with a single step.” That first step begins here atNIU. The rest is history constantly in the making.

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Teaching Evaluation

By Professor Khal Mambuay

Rey Ty was one of the lecturers during the PhilippineMinority Program (PMP) entitled "The Past is Always Ahead ofUs: Empowering the Minorities" held at Northern IllinoisUniversity, DeKalb, Illinois last October 2-23, 2010. Theprogram was sponsored by the US State Department to train,teach and expose young minority leaders from Mindanao on howthe United States of America manage to promote "unity amidstdiversity." I, Norkhalila Mae B. Mambuay, as one of thethirteen participants of the second batch of PMP, wasfortunate enough to have the chance to know a great mentorlike Rey Ty. My three-week trip to US has been amazingsince "Kuya" Rey (Kuya in Filipino means big brother) guidedus in everything -- from academics to how to enjoy, surviveand make the most of our US stay.

Kuya Rey's knowledge and expertise on political and socialissues, human rights, national unity, co-existence and goodleadership moved the participants to greater heights. Wewere enlightened about the pressing issues in thePhilippines, our country, and USA have in common. Not onlythat, we were amazed on how he presented to us his lectures.He took advantage of the technology by making movies andslides presentations—this way, he was able to capture ourattention and interest. Hence, his literacy in computeralso made him distinct from other lecturers.

When I went back to the Philippines, I could not help buttell everyone about how wonderful my stay in the US was and,of course, how a great Filipino mentor in US, Kuya Rey,motivated us to be great in everything that we do. Ateacher is good if he imparts the lessons to his students;but a teacher is great when he moves his students to excelin life using the lessons he teaches. So when I heard thatKuya Rey is applying for a teaching post in Canada, I said

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to myself -- people should know how competent Kuya Rey is.I am sure that with all his previous teaching experiencesall over the world and his technology literacy, he can surebe one of the best teachers in Canada.

Norkhalila Mae B. MambuayMember of the FacultyDepartment of PhilosophyMindanao State UniversityMarawi City, Philippines+639053523413khalmambuay@yahoo.comDecember 10, 2010

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By Professor Argie Sarco

Rey Ty is known as an educator, academician, and bestfacilitator for facilitating learning and transformingstudents into an intellectual individual like me. I am ArgieJ. Sarco presently connected with the Basilan State Collegeas College instructor. I am one of the 13 participantsduring the 2nd batch Philippines Minorities Program, a U.S.-Based training and study tour with the Theme: “The Past isAlways Ahead of Us: Empowering the Minority Leaders in theSouthern Philippines.” I met Rey Ty during the program whichwas held at the Northern Illinois University, DeKalb,Illinois, U.S.A. and sponsored by the U.S. Department ofState through Northern Illinois University.

I am inspired by him because of his experience inroaming around the world, for sharing his own philosophy,principles and expertise as lecturer of political science,violence, political culture, socio-economic issues, humanrights, peace and justice, co-existence and leadership.

Above all, he has a background, knowledge on usingmulti-media for educational technology purposes. Rey has hisown personal knowledge, information even personalperspectives about issues in the Philippines, in particular,on human rights abuses or violations. Moreover, Rey is awareon the on-going armed conflict in Mindanao (southernPhilippines) where there is a long standing war, arisingfrom the struggle of the Bangsa-Moro people against thelegitimate political structure in the Philippines.

During our 3-week stay in the U.S. for our exchangeprogram, Rey is one of the faculty members who gave usinsights on the struggle of Bangsa-Moro people andindigenous peoples. In fact, Rey played multi-tasks not onlyas mentor but even as best friend. He really likes to trainand educate young but responsible leaders of their owncommunities, especially in Mindanao to become a catalyst forsocial change. A great and effective teacher remembers that

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an important goal of teaching is to HELP STUDENTS LEARN TOHELP THEMSELVES, and I see this in the person of MR. REY TY.

ARGIE. J. SARCOCollege InstructorBasilan State CollegePolitical Science DepartmentSumagdang, Isabela City, Basilan, 7300PhilppinesEmail: sarco_argie@yahoo.comPhone: +639262706850December 10, 2010

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Sample Course Syllabi

Abbreviated Course Syllabus for American Government andPolitics

REQUIRED READINGS      Thomas E. Patterson. The American Democracy. (Latest

edition). Columbus, OH: McGraw Hill.  COURSE REQUIREMENTS

Exams .  Three exams Written Assignments .  One one-to-two page essay every

two weeks. Participation in Discussion Sections .  Critical

reflection. Extra Credits . All students will have an equal chance to

work for extra credits. Students with Disabilities . We abide by the

Rehabilitation Act of 1973 which mandates reasonableaccommodations for qualified students withdisabilities.  Let me know ahead of time.

COURSE OUTLINE I. The American Heritage: Seeking a More Perfect UnionII. Constitutional Democracy: Promoting Liberty and

Self-GovernmentIII. Federal Government: Forging a NationIV. Civil Liberties: Protecting Individual Rights:V. Equal Rights: Struggling Toward FairnessVI. Public Opinion and Political Socialization: Shaping

the People's VoiceVII. Political Participation and Voting: Expressing the

Popular WillVIII. Elections and the Two-Party System: Defining the

Voters' Choice

34

IX. Political Parties, Candidates, and Campaigns: Contesting Elections

X. Interest Groups: Organizing for InfluenceXI. The News Media: Communicating Political ImagesXII. Congressional Election and Organization: Sharing the

PowerXIII. Congressional Policymaking: Balancing National

Goals and Local InterestsXIV. Presidential Office and Election: Leading the NationXV. Presidential Policymaking: Eliciting SupportXVI. The Federal Bureaucracy: Administering the

GovernmentXVII. The Federal Judicial System: Applying the LawXVIII. Economic Policy: Contributing to ProsperityXIX. Social Welfare Policy: Providing for Personal

Security and NeedXX. Foreign and Defense Policy: Protecting the American

WayXXI. Conclusion: Renewing America's Ideals

35

Abbreviated Course Syllabus for Comparative Politics

I.  REQUIRED READINGS       Michael Sodaro. Comparative Poltics: A Global Introduction.

(Latest edition). Columbus, OH: McGraw-Hill.  II. COURSE REQUIREMENTS

Exams.  Three exams Written Assignments.  One one-to-two page essay every two

weeks. Participation in Discussion Sections.  Critical reflection. Extra Credits. All students will have an equal chance to

work for extra credits. Students with Disabilities. We abide by the Rehabilitation Act

of 1973 which mandates reasonable accommodations forqualified students with disabilities.  Let me knowahead of time.

COURSE OUTLINE

I. Theories in Comparative PoliticsA. Comparative Politics: What is it? Why Study It?B. Major Topics of Comparative PoliticsC. Critical Thinking about Politics: The Logic of

Political ScienceD. Critical Thinking About Politics: Hypothesis

TestingE. PowerF. The State and Its InstitutionsG. Nation-States, Nationalism and SupranationalismH. Democracy: What is it?I. Democracy: How does it work?J. Conditions for Democracy and DemocratizationK. People and Politics: Voters – Parties – Interest

Groups – Dissidence – RevolutionL. Political Culture and Political PsychologyM. Ideology

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N. Political Economy: Lassiez-Faire – Central Planning – Mixed Economies – Welfare States

O. Developing CountriesII. Case Studies

A. United KingdomB. FranceC. GermanyD. JapanE. IsraelF. RussiaG. ChinaH. Mexico and BrazilI. Nigeria and South Africa

Abbreviated Syllabus for International Politics

I.  REQUIRED READINGS       John T. Rourke. International Politics on the World Stage.

(Latest edition). Columbus, OH: McGraw-Hill.  II.  COURSE REQUIREMENTS

Exams.  Three exams Written Assignments.  One one-to-two page essay every twoweeks.Participation in Discussion Sections.  Critical reflection.Extra Credits. All students will have an equal chance to workfor extra credits.Students with Disabilities. We abide by the Rehabilitation Act of1973 which mandates reasonable accommodations forqualified students with disabilities.  Let me know aheadof time.

COURSE OUTLINE

I. Thinking and Caring about World Politics

II. The Evolution of World Politics

37

III.

Levels of Analysis

IV. Nationalism: The Traditional Orientation

V. Globalization and Transnationalism: The Alternative Orientation

VI. Power and the National States: The Traditional Structure

VII.

International Organization: An Alternative Structure

VIII.

International Law and Human Rights: An Alternative Approach

IX. Pursuing Security

X. Globalization in the World Economy

XI. Global Economic Competition and Cooperation

XII.

Preserving and Enhancing the Global Commons

XIII.

The Future

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Sample Course Outlines

Colonialism and Nationalism in Southeast AsiaInterdisciplinary Course on Southeast Asia (ILAS 225)

Available athttp://www.seasite.niu.edu/crossroads/wilson/colonialism.htm

Rey Ty

BackgroundDuring the 1500s and 1600s the Europeans were able to takecontrol of the international trade of Asia, therebydiverting the profits from this trade to Europe.   As aresult, the Europeans became stronger while Asian empiresand kingdoms became weaker.  By the 1800s the Europeans werein a position to establish their authority over much ofAsia, particularly the Indian subcontinent and SoutheastAsia.

ColonialismSix countries: Portugal, Spain, the Netherlands, GreatBritain, France, and the United States, had colonies inSoutheast Asia.

PortugalThe Portuguese had the least impact on Southeast Asia.  Theycaptured Malacca in 1511, holding it until the Dutch seizedit in 1641.  Otherwise, they maintained only a small pieceof territory on the island of Timor, southeast of Bali.

SpainSpain ruled the Philippines from its conquest of Cebu in1565 and Manila in 1571 until its defeat in the Spanish-American War in 1898.

The Netherlands

Dutch colonialism falls into two periods.  the first, thatof the V.O.C., or Dutch East India Company, lasted from 1605to 1799.  The V.O.C. had little interest in territorial

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administration; its primary concern was to maximize profitsthrough trading monopolies.When the V.O.C. collapsed in 1799, the Dutch government tookcontrol of its assets in 1825, after the Napoleonic Wars,and began to bring the Indonesian archipelago under itsadministrative authority.  This process was completed duringthe 1930s.At the end of the Second World War, the Dutch had hoped toretain the Netherlands East Indies as a colony, but theIndonesians opposed the return of the Dutch, setting up arepublic in 1945.  In 1949, after four years of fighting,the Indonesians gained their independence with theassistance of the United Nations which served as a mediatorbetween the Indonesians and the Dutch.

Great BritainThe British conquered Burma, fighting three Anglo-BurmeseWars in 1824-26, 1852, and 1885-86.  Unlike other colonieswhich maintained their ethnic identity, Burma was a provinceof British India.  The Burmese, therefore, had two sets ofrulers, the British at the top with the Indians in themiddle.  In 1935 the British agreed to separate Burma fromIndia, putting this agreement into effect in 1937.  Burmawas able to negotiate its independence from Great Britain in1948.

Penang (acquired in 1786), Singapore (founded by Raffles in1819), and Malacca (Melaka, acquired in 1824), were governedby Britain as the Straits Settlements.  The StraitsSettlements served as a base for British expansion into theMalay Peninsula between 1874 and 1914.  When the MalayStates entered into negotiations for their independence--achieved in 1957--Penang and Malacca became part of Malaysiaas did Singapore in 1963.  However, Singapore was asked towithdraw from the federation in1965.  Singapore has been anindependent city state since that date.   Sarawak and Sabahwhich joined Malaysia in 1963 continue to remain members ofthe federation.

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FranceFrance moved into Vietnam in 1858, capturing Saigon in1859.  Using the south, then called Cochin China, as a basethe French moved west and north completing the conquest ofIndochina by 1907.  (Indochina--the five territories underFrench authority: Cochin China, Annam, Tongking, Laos, andCambodia.)  The French also wanted to retain their colonyafter the Second World War.  The Vietnamese rejected Frenchrule, and after defeating the French at Dien Bien Phu,obtained their independence at the Geneva Conference in1954.

The United StatesThe United States moved into the Philippines as a result ofthe peace settlement with Spain in 1898.  The Filipinos weregranted a Commonwealth (internal autonomy) government in1935 and their independence in 1946.

ThailandThailand continued to be independent.  It was the onlySoutheast Asian state to remain independent during thecolonial period. The impact of colonial rule was different for each region ofSoutheast Asia. Key questions for the study of colonialism in SoutheastAsia:To what extent did the colonial authority support the ruleof law--applied equally to both Europeans and SoutheastAsians?

To what extent did the colonial authority provide for civilliberties: fair trial; freedom of assembly; free speech;free press; etc.?

To what extent did the colonial authority make moderneducation available to Southeast Asians?  Did it permit

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foreign study? Was education available to people from allsocial classes?

To what extent did the colonial authority allow SoutheastAsians to engage in modern economic activities, to formtheir own businesses, to participate in foreign trade?Was there a problem of corruption in the colonialgovernment? Liberal colonial governments. The two liberal colonialgovernments were Great Britain and the United States.

These two governments maintained a good record with respectto the rule of law, civil liberties, politicalparticipation, open education, and economic opportunity. Both were willing to allow their colonies to becomeindependent and had begun to prepare them for futureindependence before the Second World War began.

Repressive colonial governments. The Spanish, Dutch, andFrench had a very different attitude toward their colonies.

They generally placed the European in a superior legalposition, and limited civil liberties.  Political activitieswere discouraged.   Access to modern education wasrestricted in numbers and to certain social groups.  Censorship was common.  Southeast Asians were not encouragedto engage in modern economic activities.  And there weremajor problems of corruption in the Spanish and Frenchcolonial governments. NationalismNationalism—organized political movements which had as theirgoal the restoration of their country's independence.  Moremoderate nationalist movements appeared in those countrieswith liberal colonial governments while more radicalnationalist movements developed in countries with repressivecolonial governments.

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Nationalism in Southeast Asia developed from three sources:1, indigenous religions; 2, western education; and 3,contact with social radicals such as socialists andcommunists.

Indigenous ReligionsIn Burma the earliest nationalist movement was led byBuddhists who established the Young Man's BuddhistAssociation in 1906.  They wanted to revitalize Buddhism inBurma, reducing Western influence.

In Indonesia, Muslims were the first to organize anationalist political party, Sarekat Islam (1912).  SarekatIslam sought to bring all Indonesian Muslims together underits banner of reformist Muslim ideas.  It was the first masspolitical party to appear in Southeast Asia.

Western EducationIn Burma the new Western educated elite worked with Buddhistmonks and with other Burmese.  In 1935 students at theUniversity of Rangoon formed the Dobayma Asiyone, the "WeBurman" society.  The members of the Dobayma Asiyone calledthemselves "Thakins" (Master).  Many Thakins, Aung San, UNu, and Ne Win, would become political leaders inindependent Burma.

In the Philippines the Western educated leaders first foughtagainst Spain, but later worked with the United States.

In Malaya, educated Malays were brought into the civilservice.  Throughout the colonial period, they workedclosely with their British rulers.

In Indonesia a small group of Indonesians, educated in Dutchschools, formed the P.N.I., the Indonesian Nationalistparty, in 1927.  The party was forced underground by theDutch and its leaders exiled.

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In Indochina, nationalist activity was confined to Vietnam.  Many Western educated Vietnamese were encouraged to identifywith the French.  Others formed small, generally moderate,political groups, but these organizations were never allowedto become important.

Social RadicalsThe communists in Burma tended to be badly split.  They havehad little impact on Burmese society.

The P.K.I., the Indonesian Communist Party, was founded in1920.  Its major impact came after independence, in the1950s and early 1960s.   It was destroyed by the Indonesianarmy in 1965.

Despite French repression, the Vietnamese communists becamethe leading nationalists, taking control of the nationalistmovement in the 1930s. Nationalism was a successful activity in Southeast Asia.  All of the countries in the region were independent by 1965,and, in most cases, nationalist leaders were the first ofthe region's independent heads of state. The French in VietnamThe French were never able to come to a compromise withVietnamese nationalism.   Their rule was unusuallyrepressive.  Political parties, even moderate ones, would bebroken up and their leaders jailed.  Experiments with localadvisory councils would be canceled.  Any protest was metwith prompt response and was often accompanied by theremoval of Vietnamese from government positions and areduction in educational opportunities.

Over time, Vietnamese political parties moved left.   Themoderates were driven out by the French.

The left was able to survive because it was able to moveunderground and because its leaders could escape across the

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border to China.  At times the leaders of the left wereimprisoned by the Chinese, at other times they receivedChinese support.

During the Second World War Japan was able to occupyIndochina through a treaty with the pro-German Vichygovernment in France.  France was allowed to continue toadminister the country and to prohibit nationalist activity.

Vietnamese nationalists sought refuge in China.  At firstthe Chinese ignored the Vietnamese communists.  But theirneed for intelligence about Japanese activities in Vietnamled the Chinese to release Ho Chi Minh and Vo Nguyen Giapfrom jail.  They set up an intelligence network in Vietnambehind Japanese lines.  The two men returned to Vietnam asintelligence agents for the Allies (China and the UnitedStates).

In 1945 events moved quickly.  Two major Vietnam wars hadtheir origin in this period.

March 9, 1945.  Japan mounted a coup against the French. The Japanese encouraged the Emperor Bao Dai to organize agovernment under Japanese sponsorship.

August 14, 1945.  Japan surrendered to the Allies in Tokyo.  Ho Chi Minh and Vo Nguyen Giap moved to take control overHanoi and Hue.   A United Front government was set up inSaigon.

August 25, 1945.  The Emperor Bao Dai abdicated to Ho.  HoChi Minh then formed a provisional government with himselfas its president.

September 2, 1945.  Ho Chi Minh declared Vietnamindependent.

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September 12, 1945.  British troops arrived in Saigon toreceive the surrender of the Japanese and to find out whatwas happening in Vietnam.

September 22, 1945.  The British freed the French troops whohad been imprisoned by the Japanese.

September 24-25, 1945.  The Vietnamese turned against theFrench and began to fight.In accord with the agreements drawn up by the Allies, Chinawas to occupy the northern half of Vietnam and to receivethe surrender of the Japanese.  The Chinese occupied thenorth from mid-September 1945 to March 1946.   The Chinesesought to use the occupation to gain concessions from theFrench.   They did not interfere with Ho Chi Minh's effortsto set up a government in the north.

Negotiations broke down between Ho and the French over thereturn of the French to Hanoi.  French troops moved intoHanoi in December 1946 as the war spread throughout Vietnam.

In 1949 the Chinese Communist Party won the civil war inChina.  The United States, fearing communist expansion,increased its assistance to France.  The Vietnamesecommunists were now in a position to obtain aid from boththe Soviet Union and the People's Republic of China.

In March 1954 the French lost the Battle of Dien Bien Phu innorthwestern Vietnam.  They finally agreed to negotiate withthe communists.

At the Geneva Conference in 1954, Vietnam, and the two othercountries of Indochina gained their independence.  Amilitary truce line was set up at the 17th parallel inpreparation for elections for the reunification of Vietnam.

South Vietnam, with the backing of the United States,refused to allow the elections to take place.  After a fewyears of relative peace and reconstruction, the communists

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decided to renew military activities with the goal ofunifying the country. Bibliography

I. Early Malayo-Polynesian NavigationA.M. Jones. Africa and Indonesia. Leiden, 1964.   A study of theinfluence of Malayo-Polynesian culture on that of Madagascarand Africa

James Hornell. Water Transport. Cambridge, 1946. Thedevelopment of the outrigger canoe along with other types ofboats is discussed.

David Lewis.  We, the Navigators.  Honolulu, 1972.  Thetechniques of natural navigation as used by the Polynesiansare tested on a Pacific voyage.

Others:The Field Museum of Natural History, Exhibit on Travelingthe Southern SeasNational Geographic.  This magazine has published severalarticles on the traditional navigational practices of thePacific peoples.

Public Television Stations.  The PBS likes to supportindependent documentaries and in the past has shown a numberof programs on pre-modern navigation and oceanic voyages.

II. Colonialism and NationalismRupert Emerson.  Malaysia: A Study in Direct and Indirect Rule. KualaLumpur, 1964.  A constitutional history of British rule inthe former Malay states and the Straits Settlements.

J.S. Furnivall.  Colonial Policy and Practice: A Comparative Study ofBurma and Netherlands India. New York, 1956.  Furnivall was aBritish civil servant in Burma before the Second World War.  Unlike many colonial civil servants, he was sympathetictowards the Burmese and their desire for independence and

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unusually objective in his examination of the impact ofcolonial policies on Southeast Asians.

George McTurnan Kahin.  Nationalism and Revolution in Indonesia.Ithaca, 1952.  Kahin was in Indonesia during the revolutionafter the Second World War.  The early chapters of the bookexamine the impact of Dutch rule on the country and theorigins of Indonesian nationalism.  Much of the informationon the post-war revolution is based on his personalobservations and research.

Anthony J.S. Reid.  Indonesian National Revolution, 1945-58.Longman, 1974.  This account of the revolution synthesizesthe work of several scholars, bringing out themes that tendto get lost in Kahin's longer work.

William R. Roff.  The Origins on Malay Nationalism. New Haven,1967.  British rule in Malaya was unusually moderate withnationalism slow to develop.  Nevertheless, some Malaygroups did react to British policies and did formorganizations promoting nationalism.

Robert H. Taylor.  The State in Burma.   Honolulu, 1967.  Theconcept of a state, its functions and activities areexamined for the pre-colonial, colonial, and modern periodsof Burmese history.

III. VietnamWilliam J. Duiker.  The communist Road to Power in Vietnam.Boulder, 1981.  A general political history covering theperiod from 1900 to 1975.  There is a useful bibliography atthe end of the text.

Ellen J. Hammer.  The Struggle for Indochina. Stanford, 1954.  Anoutstanding study of the origins of the first VietnameseWar, this book should have been read by everyone inWashington, D.C. before embarking on the second one.

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Huynh Sanh Thong., ed. and trans.  The Heritage of VietnamesePoetry. New Haven, 1979.  Annotated translations of selectedVietnamese poems from the period of Chinese rule through thetwentieth century.  Very informative about Vietnameseattitudes toward their culture, values, and life.

David G. Marr.  Vietnamese Anti-colonialism 1885-1925. Berkeley,1971.  An examination of the pre-Marxist, anti-colonialmovements, this book provides an explanation of theweaknesses of these organizations and their failure toattract broad public support.

David G. Marr.  Vietnamese Tradition on Trial, 1920-1943. Berkeley,1981.  Intellectual debate in colonial Vietnam leads tochanges in the ways Vietnamese think about themselves andtheir society.  The changes that occurred made it possiblefor the Vietnamese to work together to overthrow the French.

Archimedes L.A. Patti.  Why Vietnam? Prelude to America's Albatross.Berkeley, 1980.  This is Archimedes Patti's account   of hisexperience as chief of the OSS Secret IntelligenceOperations for Indochina in 1945.  He was stationed inKunming, Yunnan, and was the U.S. intelligence officer whomade the decision to employ Ho Chi Minh as an intelligenceagent for the West--in accord with President Roosevelt'spolicy of supporting anti-colonial movements in Asia.   WhenTruman replaced Roosevelt as President, U.S. policy waschanged, and Patti was recalled to the U.S. where heeventually served in the Executive Office of the President.Although an early account of his mission was drafted in1946, he was asked not to publish it by the Department ofthe Army.  Once the U.S. had withdrawn from Vietnam, theserestrictions were removed and an enlarged version, updatingthe 1946 manuscript, was published in 1980.  The appendices:a detailed chronology, 1890-1976; short biographies ofselected French, U.S., and Vietnamese leaders; and briefhistories of the principal political parties make this booka basic reference work on the war.

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Politics of Southeast Asia: Who Governs in Southeast AsiaFrom Reactionary, Consdervative, Communitarian, Libertarian,Liberal, and Radical to Revolutionary Hegemony and Counter-

HegemonyAvailable at

http://www.seasite.niu.edu/crossroads/ty/who_governs_in_southeast_asia.htm

Rey Ty

The approach used here is thematic across the region, notchronological or historical.

Themes:  respect for gods, nature spirits, order, elders,authority, community, monarchs, religious leaders,democrats, semi-democrats, tyrants, military in power, womenin politics, nationalist and communist anti-colonialreformists and revolutionaries, mass democratic movements,NGOs, resistance and rebel groups, religious rebels, NobelPrize winners, political parties, terrorist groups

Questions: 1.  What patterns help explain why the Southeast Asianleaders became leaders?2.  Do you find any of them particularly heroic?  Why?3.  What produced the conditions for the rise of counter-hegemonic movements and leaders?

I.  Respect for Gods, Nature, Spirits   Duty vs. Rights Priority of responsibility over libertySoutheast Asia Community Communitarianism, Communalism,Fellows, Other-centeredness SEA Bayanihan Helping eachother in the community Philippines Nitu, Anito Gods andnature spirits (Austronesian) Insular Southeast Asia Nat(Burmese) Gods Burma Phii (Thai) Spirits MainlandSoutheast Asia Deva, Devata, Diwata (Sanskrit) Goddess,spirits SEA Brahma (Sanskrit) Indian God the Creatorimportant in Therevada Buddhism that supplementsBrahamanistic practices Mainland SEA Angkor Thom Brahmaimage in temple Cambodia Shaman Informal village

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religious leader;  medium between the visible and spiritworlds; involves in healing and divination Southeast AsiaAmulets Philippine Anting-Anting, Buddha images SEA Aswang Asort of human vampire the top part of whose body flies atnight to feed on human blood and internal organsPhilippines    

II. Respect for Customs, Traditions, Order, Elders andAuthority   Mandala (Sanskrit) Hindu-Buddhist concentric centers ofpower Hindu-Buddhist SEA Raj, Raja, Rajah (Sanskrit) KingSEA Deva Raj (Sanskrit) God King Mainland SEA exceptVietnam Datu, Dato (Austronesian) Pre-Colonial IndigenousAnimist King Insular SEA Sultan (Arabic) Moslem KingInsular SEA Confucius and Mandate of Heaven ConfucianismSingapore; Vietnam Ancestors Respect for living and deadancestors SEA Patron-Client Relations Hierarchicalsociety based on networking and social ties SEACompadrazgo (Spanish) Status of godparents: linking andformalizing hierarchical social relations PhilippinesCompadre (Pare) (Spanish) Godfather Philippines Comadre(Mare) (Spanish) Godmother Philippines Filipino-ChineseChamber of Commerce Power bloc that influences thepresidency and policy makers alike Philippines      

III. Religious Leaders     Buddhist Monks Even the king has to “wai” to monks andmonks do not “wai” back to the king Theravada MainlandSEA Three Jewels Sangha, Dharma, and Buddha TherevadaMSEA Sangha Monastic order Theravada MSEA DharmaReligious Teachings Theravada MSEA Brahmin PriestsBrahminism supplements Theravada Buddhism; they performthe Brahminic (Hindu) Bai Sii string ceremony TheravadaMSEA Catholic Bishops Conference of the Philippines(CBCP) Powerful religious voice on societal mattersPhilippines Cardinal Sin Outspoken Bishop of ManilaPhilippines Bishop Belo Nationalist and democratic churchleader fighting for the rights of the people East Timor      

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IV. Rebel Priests & Nuns     Self-Immolating Monks Act of Protest by Mahayana BuddhistMonks Vietnam Gregorio Aglipay Anti-Spanish colonial;founded the Philippine Independent Catholic Church(“Aglipayan Church”) Philippines Conrado Balweg Arevolutionary Tingguian R. Catholic priest; rebelsurrenderee Philippines Luis Jalandoni Roman Catholicpriest; International spokesperson of the NationalDemocratic Front Philippines (based in the Netherlands)Coni Ledesma Roman Catholic nun; Internationalspokesperson of the National Democratic Front Philippines(based in the Netherlands) Edicio de la Torre RomanCatholic priest; Founder of the underground Christiansfor National Liberation; rebel returnee Philippines      

IV. “Semi-Democrats,” Authoritarian and Totalitarian Rulers,Dictators and Tyrants Ne Win Military guy who deposed U Nu in 1958 and ruleduntil 1988;  dominated the government from 1962 to 1988,first as military ruler, then as president, and later aspolitical kingmaker Burma Ferdinand Marcos Dictator; morethan 10,000 documented cases of human rights victims;ruled 1965-1986 Philippines Lee Kuan Yew Long-time primeminister 1963-1990; now Senior Adviser Singapore SuhartoCrushed the 1965 coup; took over presidency from Sukarno;President from 1965-1998; Smiling General; forced toresign by protests; under house arrest and charged withcorrpution Indonesia Mahathir Long-time Prime MinisterMalaysia Lon Nol 1970 rightist coup against SihanoukCambodia Suphanuvong Anti-French and Anti-American “RedPrince” Laos “Fine City” The city with so many fines forall kinds of illegal acts Singapore Hun Sen Khmer Rougemember 1970; fled to Vietnam 1977; returned withVietnamese invasion as Foreign Minister 1979-85; Premier1985-93; second premier, 1993-98; sole premier since1998; most powerful person Cambodia Fidel V. RamosDictator Marcos’ Constabulary chief; joined coup 1986 tooust Marcos; president 1992-1998 Philippines Joseph“Erap” Estrada Former movie actor; president 1998; People

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Power ousted him 2001 Philippines Prince RanariddhPresident of the National Assembly Cambodia Chea Sim ofthe CPP President of the Senate Cambodia Gen. Than SchwePrime Minister and Chairman of the State Peace andDevelopment Council Sr. Gen. Than Shwe (since 23 April1992); the prime minister is both the chief of state andhead of government Burma Goh Chok Tong Prime minister;Head of government since  28 November 1990 SingaporePresident Chief of state;  Sellapan Rama (S. R.) NATHAN(since 1 September 1999) Singapore      

V. Military in Power     SLORC State Law and Order Restoration Council Burma SPDCState Peace and Democracy Council Burma Fidel RamosConstabulary Chief; coup against Marcos; later PresidentPhilippines Gringo Honasan Coup plotter; later SenatorPhilippines General Wiranto Komnas Ham claims that he isresponsible for human rights abuses in East TimorIndonesia      

VI. Reformists, Revolutionaries and Nationalists   Jose Rizal Chinese-Filipino reformist; national heroSpanish Philippines Andres Bonifacio Nationalistrevolutionary; founder of the Katipunan; national heroSpanish Philippines Katipunan (KKK) The anti-Spanish-colonial nationalist revolutionary movement PhilippinesHo Chi Minh (“Uncle Ho”) Revolutionary nationalistVietnam Benigno Aquino Former senator; assassinated anti-dictatorial democrat Philippines      

VII. Political Systems   “Democracies” Multiparty system, elections (contestationand participation) and civil liberties Philippines,Thailand Transition to Democracy Move fromauthoritarianism to democracy Cambodia, Indonesia NewlyIndependent States Victory in the struggle for nationalindependence; international recognition  in 20 May 2002East Timor “Semi-Democracies” Vestiges of democracy(elections) but same parties or leaders are not replaced

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Malaysia, Singapore One-Party States No elections or nocivil liberties or both Burma, Laos, VietnamConstitutional Monarchy Democratically governed ThailandMonarchy A sultanate ruled by the same family for 600years Brunei      

VIII. Monarchs     Datu Lapu-Lapu Limasawa king who killed MagellanPhilippines Prince Souphanouvong Headed the nationalistcommunist Pathet Lao and sided with the Vietnamesecommunists Laos King Chulalongkorn (Rama V) Son of theking in “the King and I”; modernized Thailand ThailandRaja Solaiman Last King of Manila up to 1570 until Spaincaptured Manila Philippines King Bhumiphol Belovedconstitutional hereditary king of Thailand ThailandSultan Bolkiah Hereditary monarch;  Sultan and PrimeMinister Sir HASSANAL Bolkiah (since 5 October 1967); he  is both the chief of state and head of government BruneiKing Norodom Sihanouk Hereditary monarch; later coalescedwith Khmer Rouge; then opposed Vietnam-installed Hun Sen;then allied with Hun Sen against Khmer Rouge; a realistpolitical survivor Cambodia Prince Ranariddh Hereditaryheir apparent Cambodia      

IX.  Mass Democratic Movements   National League for Democracy (NLD) NLD leader Aung SanSuu Kyi won; struggle against SLORC (and SPDC) which didnot recognize NLD electoral victory & held on to powerBurma People Power I 1986 ouster of Dictator MarcosPhilippines People Power II Ouster of corrupt PresidentJoseph Estrada 2001 Philippines Anti-SuhartoDemonstrations Ouster of Suharto in 1997 Indonesia      

IX. Women in Politics     Trung Sisters In 40 AD, Elder Trung Trac & younger TrungNhi gathered an army of 80,000 people to drive theChinese from their lands. They chose thirty-six women,including their mother. Vietnam Gabriela Silangrevolutionary who fought against Spanish colonials

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Philippines Melchora Aquino (or “Tandang Sora”) Secretlyhelped the anti-Spanish-colonial nationalistrevolutionaries by providing them with medical treatment,food and accommodation Philippines Kartini Reformist;education for girls Indonesia Cut Nyak Dhien Acehneseanti-Dutch colonial heroine Indonesia Imelda MarcosExtravagant wife of Marcos the Dictator Philippines QueenSirikit Wife of King Bhumiphol Thailand PrincessSirinthon Daugther of Thai King & Queen Thailand Aung SanSuu Kyi Leader of National League for Democracy; NobelPrize winner; Daughter of Aung San; under house arrestfor a long time until international pressure helpedlifted the house arrest order Burma Corazon “Cory”Cojuangco Aquino President 1986-1992; Wife of slainSenator Benigno Aquino Philippines Gloria MacapagalArroyo President; daughter of President DiosdadoMacapagal Philippines Dewi Sukarno Japanese socialite;nth wife of Sukarno Indonesia Megawati SukarnoputriPresident; Daughter of President Sukarno Indonesia NikkiCoseteng Active anti-Marcos and nationalist Chinese-Filipino activist; now Senator Philippines Corazon “Cory”Cojuangco Aquino President; Wife of slain Senator BenignoAquino Philippines      

XI.  Nobel Prize Winners     Aung San Suu Kyi Daughter of Aung San; Leader ofNational League for Democracy Burma Bishop Belo Importantchurch leader who fought for national freedom anddemocracy East Timor Jose Ramos Horta Professor;International spokesperson for national liberation EastTimor      

XII. NGOs Non-governmental organizations Southeast Asia  

    XIII. Communist Parties    

Pathet Lao Aligned with Vietnam; established the currentstate Laos Khmer Rouge hegemonic then Cambodia PKI, CPM,CPT counter-hegemonic (underground armed resistance

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against those in power) then Indonesia, Malaysia,Thailand CPP counter-hegemonic (underground armedresistance against those in power) now Philippines LPRPThe ruling Lao People's Revolutionary Party Laos      

XIV. Political Parties     Rak Thai Party Thais Love Thais Party; TRT; party ofcurrent Prime Minister Thaksin Thailand Khwam Wang MaiNew Aspiration Party Thailand Cambodian Pracheachon Partyor Cambodian People's Party or CPP; Hun Sen’s and CHEASIM’s party Cambodia PKI Partai Komunis IndonesiaIndonesia PNI Partai Nationalis Indonesia Indonesia PDI-PPartai Demokrasi Indonesia-Perjuangan  (Struggle);Megawati’s party; left membership, center-rightleadership Indonesia Golkar Suharto’s (then) rulingcenter-right party; Habibie’s center party Indonesia PKBPartai Kebangkitan Bangsa (National Emergence Party);centrist party of  Abdurrahman Wahid or “Gus Dur”Indonesia PAN Partai Amanat Nasional (National MessageParty); Amin Rais’ party; centrist inclusive Islamicparty Indonesia PPP Partai Persatuan Pembangunan (UnitedDevelopment Party) ; centrist Muslim-based inclusiveparty Indonesia PBB Partai Bulan Bintang (Star and MoonParty); center-right Muslim-based inclusive partyIndonesia PK Partai Keadilan (Justice Party); center-right Islamic exclusive party Indonesia NP NationalistParty; Marcos’ party prior to Martial Law Philippines LPLiberal Party; Party of Benigno “Ninoy” AquinoPhilippines KBL Kilusang Bagong Lipunan (New SocietyMovement); Marcos’ political party during Martial lawdictatorial regime Philippines Laban Party of Cory AquinoPhilippines PMP Partido ng Masang Pilipino;  Party of theFilipino Masses; party of Joseph “Erap” EstradaPhilippines Barisan Nasional National Front Coalition with14-member parties; in power for more than 40 yearsMalaysia UMNO United Malay National Organisation;Mahathir’s ruling party; member of Barisan NasionalMalaysia MCA Malaysian Chinese Association; member ofBarisan Nasional Malaysia MIC Malaysian Indian Congress

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Malaysia Gerakan Party Parti Gerakan Rakyat Malaysia; MalaysianPeople’s Movement Party; mainly Chinese component ofMahathir’s National Front coalition; 200,000 membersMalaysia PAP The ruling People’s Action Party; in powersince 1959 Singapore DAP Democratic Action Party; PartiTindakan Demokratik; Chinese based; main opposition partyMalaysia Workers Party Opposition party; its mostimportant leader had been  veteran MP J.B.Jeyaretnam whowas its long-time secretary general Singapore SingaporeDemocratic Alliance Opposition alliance formed in June2001. It is an umbrella party which comprises of 4opposition parties: the Pertubohan Kebangsaan MelayuSingapore (PKMS), the National Solidarity Party (NSP),the Singapore People's Party, and the Singapore JusticeParty (SJP) Singapore FUNCINPEC National United Front foran Independent, Neutral, Peaceful, and CooperativeCambodia; FUNCINPEC Prince Norodom Ranariddh’s partyCambodia Political Parties in the PhilippinesMeaningless; no clear ideologies; too many partyswitching; no rules on party switching Philippines BayanMuna Party Left-wing legal opposition political partyPhilippines Democratic Party DP (Prachathipat Party);Chuan Likphai’s party Thailand Mass Party or MP; CHALERMYoobamrung, SOPHON Petchsavang’s party Thailand NationalDevelopment Party or NDP (Chat Phattana); KORNDabbaransi’s party Thailand Phalang Dharma Party or PDP(Phalang Tham); CHAIWAT Sinsuwong’s party ThailandSolidarity Party or SP (Ekkaphap Party); CHAIYOTSasomsap’s party Thailand Thai Citizen's Party or TCP(Prachakon Thai); SAMAK Sunthonwet’s party Thailand ThaiNation Party or TNP (Chat Thai Party); BANHAN Sinlapa-acha’s party Thailand Thai Rak Thai Party or TRT; THAKSINChinnawat’s party Thailand Liberal Democratic Party orLDP (Seri Tham)  no longer exists as a separate party; elements of the party joined the Thai Rak Thai Party orTRT Thailand New Aspiration Party or NAP (KhwamwangMai);  no longer exists as a separate party;  elements ofthe party joined the Thai Rak Thai Party or TRT ThailandBuddhist Liberal Party or BLP; IENG MOULY’s party

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Cambodia Khmer Citizen Party or KCP; NGUON SOEUR’s partyCambodia Sam Rangsi Party or SRP (formerly Khmer NationParty or KNP); SAM RANGSI’s party Cambodia AssociacaoSocial-Democrata Timorense or ASDT; Francisco Xavier doAMARAL’s party East Timor Christian Democratic Party ofTimor or PDC; Antonio XIMENES]; East Timor ChristianDemocratic Union of Timor or UDC; Vicente da SilvaGUTERRES]; East Timor Democratic Party or PD; Fernando deARAUJO’s party East Timor Maubere Democratic Party orPDM; leader NA’s party East Timor People's Party of Timoror PPT; Jacob XAVIER’s party East Timor RevolutionaryFront of Independent East Timor or FRETILIN; Lu OLO’sparty East Timor Social Democrat Party of East Timor orPSD; Mario CARRASCALAO’s party East Timor Socialist Partyof Timor or PST; leader NA’s party East Timor Sons of theMountain Warriors (also known as Association of TimoreseHeroes) or KOTA; Clementino dos Reis AMARAL’s party EastTimor Timor Democratic Union or UDT; Joao CARRASCALAO’sparty East Timor Timor Labor Party or TRABALHISTA; PauloFreitas DA SILVA’s party East Timor Timorese NationalistParty or PNT; Abilio ARAUJO’s party East Timor TimoresePopular Democratic Association or APODETI; FredericoAlmeida Santos COSTA’s party East Timor      

XV. Resistance Movements & Their Leaders   Aung San Anti-British colonial resistance leader Burma HoChi Minh (“Uncle Ho”) Anti-French colonial resistanceleader Vietnam Sukarno Father of Indonesian independence;founder of the radical national PNI; after the 1965 coup,Suharto put him under house arrest until his 1970 deathIndonesia Pol Pot Saloth Sar;  leader of Khmer Rougedeposing Lon Nol in 1970; “Brother Number One”; premierof  Kampuchea 1976-79; responsible for the genocide“Killing Fields” Cambodia Xanana Gusmao Rebel leader; nowPresident East Timor Jose Ramos Horta Professor;international spokesperson during the struggle; nowforeign minister East Timor Jose Maria Sison Professor;Founder of the Communist Party of the Philippines; nowspokesperson of the National Democratic Front Philippines

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(based in Netherlands) Nur Misuari Muslim professor;Founder of MNLF; rebel returnee Philippines Moro NationalLiberation Front (MNLF) Muslim underground movement inMindanao; later joined the government 1996 PhilippinesMoro Islamic Liberation Front (MILF) Muslim undergroundrebel movement in Mindanao Philippines      

XVI. Terrorist Groups     Abu Sayyaf Engage in kidnap for ransom, killing,beheading Philippines Al Qaeda cells Internationalterrorist ring under Osama bin Laden Southeast Asia      

XVII.  Regional Organization     ASEAN Association of Southeast Asian Nations SEA

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Names and Contact Information of References

Letters of reference will be provided by three of thefollowing faculty members.

1. Dr. Jorge Jeria. He was the chair of my dissertationcommittee. I have co-taught courses with him.Department of Counseling, Adult and Higher Education,Northern Illinois University, DeKalb, IL 60115, Phone:815/753-9375, jjeria@niu.edu

2. Dr. Susan Russell. I have co-authored with her arefereed chapter on conflict resolution in a bookpublished by Sage in 2010. She is the co-director ofseveral conflict resolution and peace education programfor which I work. Department of Anthropology, NorthernIllinois University, Phone: 815/753-8577,srussell@niu.edu

3. Dr. Gene Roth. I have interned teaching with him in agraduate class. Northern Illinois University, DeKalb,IL 60115, Phone: 815/753-1306, groth@niu.edu

4. Dr. Lina Ong. She is the co-director of severalconflict resolution and peace education program forwhich I work. Director of International TrainingOffice, Northern Illinois University, DeKalb, IL 60115,Phone: 815/753-9547, long@niu.edu

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Publications

Academic PapersAll my latest academic papers, including academicjournal entries, are stored in and can be accessedfrom http://niu.academia.edu/ReyTy/Papers.

Academic BooksAll my latest books and chapters in books are storedin and can be accessed fromhttp://niu.academia.edu/ReyTy/Books.

Please see my resume for a complete listing of mypublications.

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Sample Publication: Co-Authored Chapter in a 2010 Palgrave McMillan Book

Reference: Russell, S. & Ty, R. (2010). Chapter 6. "ConflictTransformation Efforts in the Southern Philippines." C.Carter, Ed. Conflict Resolution and Peace Education: Transformations acrossDisciplines. New York: Palgrave Mcmillan.

Chapter 6Conflict Transformation Efforts in the Southern

PhilippinesSusan D. Russell and Rey Ty

This chapter provides insights into how the disciplines ofanthropology and political science offer importantethnographic, cross-cultural, and holistic perspectives onconflict resolution and peace education. The elicitiveapproaches of both Paulo Freire and John Paul Lederach andtheir perspectives on conflict resolution and transformationtechniques closely resonate with our project approaches. Weillustrate these perspectives by offering examples fromcollaborative efforts that Northern Illinois University hasundertaken in two capacity-building projects within civilsociety in the war-torn region of the southern Philippines.Our chapter reviews the state of conflict resolution withinthe broader field of anthropology and political science, howthese frameworks are enacted in our programs, and theirimplications for peace education in higher education.

The Asia Pacific region is home to 3.3 billion people andis an area of vast ethnic, cultural, linguistic, andreligious diversity (Garcia, 2004). It is also home to thegreatest number of intrastate armed conflicts and“intractable” ethno-political conflicts in the world (Reilly& Graham, 2004, p. 10). One of these intractable conflictsis in the southern Philippines where indigenous Muslim(often referred to both by themselves and others as “Moro”)peoples have fought for centuries to defend theirsovereignty and territory in the Spanish colonial period,for their independence in the early American period, andagain since 1970 with the Philippine government. Although

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periods of relative peace have coexisted throughout thisfour-hundred-year period, the Mindanao conflict isconsidered “the second oldest internal conflict in theworld,” with Sudan being the oldest (Schiavo-Campo & Judd,2005, p. 1).

The Republic of the Philippines has over seven thousandislands with significant ethnic and linguistic diversity.Although it is an overwhelmingly Christian (primarily RomanCatholic) country, Muslim and indigenous peoples are presentthroughout the islands. Mindanao and the Sulu archipelagoin the southern Philippines are one of the most diverseareas of the country. There are thirteen Muslim ethno-linguistic groups and at least sixteen indigenous peoples,some of whom are Christian or Muslim, and some of whomretain traditional universalist religions. While Muslimpeoples in the Philippines are a distinct minority of only 5percent of the national population, they compose about 18–20percent of the population of Mindanao and the Suluarchipelago, owing to massive immigration of Christianethnic groups from northern and central Philippines duringthe twentieth century. In this process, many Moro andindigenous peoples lost or failed to title their lands, andtoday 80 percent of Moro peoples are landless.

This chapter presents two case studies involving peaceprograms in which Northern Illinois University has beeninvolved.i We recognize that ready-made formulas in peaceeducation are least responsive to the actual needs ofparticipants. Consequently, we assert that facilitators andparticipants are treated as co-learners in the educationalprocess. In our experiences we observed that dialogic orelicitive approaches, instead of the top-down lecture model,provide optimal learning opportunities. Guided by thebarefoot-facilitator model, participants engage in bottom-upinteractive education that prepares them for engagement insocial transformation. It also helps set their expectations,look at their own social and personal contexts, lay downtheir preplanned mission, learn lessons on conflict responseand develop, implement, and evaluate their individual andregional action plans.

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This qualitative research used multiple methods examininghow the elicitive approach to conflict resolution occurredin two training programs that we conducted for youth andadult leaders from Mindanao. Field research, ethnography,and grounded theory were tools employed to discuss the twocase studies. Data were collected by means of documentanalysis and participant observation. Interviews of keyinformants were also used to analyze the root causes of the“Mindanao problem” and armed conflict in Mindanao. In thisinductive study, we do not use a specific theory. Rather weengage in theory building that is grounded on the empiricalevidence we observed, collected, and analyzed. Based on thefindings of our existing research, this chapter specificallyadvances a grounded theory of conflict transformation forpromoting just and durable peace. Crucial to peace isawareness of perspective.i. Acknowledgment: The projects discussed here are part ofan international collaborative effort involving manyAmerican and Philippine professionals, too numerous to namebut who contribute a great deal to the success of our mutualprojects. We would like to acknowledge specifically a few:Russell’s co-project investigator, Dr. Lina Ong, director ofinternational training at Northern Illinois University andthe administrative director of all of these projects; Dr.Nagasura Madale, Capitol University in the Philippines;Attorney Marilen Ramiro, executive director of theInternational Visitors Program—Philippines Alumni Foundationin Manila; Attorney and Professor Suharto Ambolodto, NotreDame University of Cotabato; Dr. Susana Anayatin, ARMMDepartment of Trade and Industry and Notre Dame Universityof Cotabato; Dr. Domingo Aranal of the Silsilah DialogueInstitute in Zamboanga City; Dr. Edilberta Bala of CentralEscolar University in Manila; Dr. Thomas Kral and Dr. BruceArmstrong, former cultural affairs officers of the U.S.Embassy in Manila; Carolyn Lantz at the Youth ExchangeDivision of the Bureau of Educational and Cultural Affairs,U.S. Department of State; and April Rica Gonzalez, one ofour many talented and committed graduate students on theseprojects.

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PerspectivesThere are at least four ways by which human relations can beviewed: (1) structural functionalism, (2) a conflictperspective, (3) symbolic interactionism, and (4) holism.These perspectives are not mutually exclusive. Rather, theyprovide different ways by which to view social reality. Thefirst is the functionalist perspective. From thisperspective, conflict is not desirable, as everyone insociety—regardless of their ethnicity, sex, status, or otherdifferences—is expected to conform to all social andpolitical norms. The functionalist perspective treatsnonconformists, such as human rights and peace activists, asdeviants who cause trouble and upset the equilibrium ofsociety’s institutions.

Second, from the conflict-theory perspective, conflict isnot undesirable. Some underlying issues come to thesurface, which need to be addressed and confronted.Conflict, therefore, is an opportunity to resolve problems.However, skills and methods are needed in conflictresolution. Both anthropology and political science providesome tools for such an endeavor. From the conflict-theorypoint of view, individuals and groups that clamor for changeare not troublemakers, but are actors for positive change.Antagonisms need to be settled in order to bring aboutsocial transformation. Some of these antagonisms includesexism, racism, ageism, and other forms of discrimination.From the conflict perspective, human rights and peaceactivists are treated as agents who help bring aboutpositive change. Knowledge and application of conflictresolution methods are crucial elements in the conflictperspective. We discuss these methods in another section.

Third, interactionism is the study of interactions amongindividuals. From this perspective, actions depend oninterpreting each other’s behavior. Hence, constantnegotiations are needed in order to understand each other’sactions and reactions. In addition, individual, gender,age, ethnic, religious, and other differences must beinterpreted and understood so that a correspondingly properaction or reaction could be initiated. In the two case

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studies presented in this chapter, we deal with peaceactivists who had diverse ethnicities, religions, genders,ages, and other differences. Interactionism provided thelens through which individual differences have been takeninto account in the research.

Last is holism, which is also known as the integrativeperspective. In anthropology generally, all of the firstthree ways of viewing social relations have played a keyrole in its history while holism and the ethnographic,participant-observation methods have remained centralmethodologies. Holism can be defined as the interconnecteddimensions of social reality that can also varyindependently, including the macrosocial (such as political,economic, or kinship structures), the microsocial (families,neighborhoods, friendships, and classes, e.g., “localversions” or the macrosocial reality), and thepsychocultural dimensions (the ideas, beliefs, and valuesthat sustain the two levels of social structure and throughwhich individuals culturally construct their actions,schemas, and symbols) (Eller, 2006, p. 6). This studyinvestigates the interconnectedness of social, economic,political, and cultural causes and consequences of theconflict in the Philippines.

Conflict ResolutionAnthropology

Leslie Sponsel and Thomas Gregor (1994, p. 15) have arguedthat the anthropological approach to conflict resolution andpeace studies is in many ways in its infancy, noting that a1988 bibliography of the anthropology of conflict has only 4of 366 pages of references that are devoted to peacestudies. Even today, far more anthropological work isfocused on analyzing violence and trauma than on the socialinstitutions, practices, and attitudes that help societiesrecover from war (e.g., Eller, 2006; Robben & Suarez-Orozco,2000; Scheper-Hughes & Bourgois, 2004; Schmidt & Schroder,2001). Part of the overly dominant focus on violence andwar stems from anthropology’s history where anthropologistsinitially worked closely with the American government instudying Native American cultural groups in order to assist

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in administering and controlling them. Europeananthropologists also performed similar roles in othercontinents during the colonial period (Sponsel & Gregor,1994, p. 12). In the United States alone, manyanthropologists have worked directly or with governmentfunding during World War II, the Vietnam War, and currentlywith the controversial Human Terrain Systems approach of theAmerican military.ii A second, more significant reason isthat because many anthropologists work outside of their homecountries, they often conduct fieldwork in regions caught upin conflict and become committed to exposing structuralviolence and other causes of war and trauma. As Mahmood(2003) observes, these experiences have led recently to amuch stronger disciplinary interest in war and peace, whichshe argues should build a closer bridge between culturalanthropology and policymakers as well as other disciplinessuch as political science and international relations.Anthropologists often also become committed advocates forparticular groups by exposing the real effects of violence,poverty, racism, and fear on local peoples.

There have been passionate calls for anthropology tobecome more focused on peace and conflict-resolution issues.Alvin Wolfe and Honggang Yang (1996) appealed for an agendaof applied anthropological research on conflict resolutionso as to publicize the large body of ethnography of socialinstitutions and socialization processes that characterizepeaceful societies and to enhance understanding amongpolicymakers of how Western and non-Western societies differin resolving conflicts. Leslie Sponsel and Gregor (1994)more specifically point out the relevance of anthropologyfor peace studies, noting the rise in ethnic and religiousconflicts and the enormous structural violence that Galtung(1969) observed, including ethnocentrism, racism, sexism,ageism, nationalism, poverty, malnutrition, and disease.Douglas Fry (2007) more recently conducted a review ofanthropological research on the everyday practices andii. See Omidian (2009) for an ethnographically groundeddiscussion of the recent controversy within anthropologyregarding the Human Terrain System.

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actions historically and today in human societies thatcreate conflict-resolution measures and promotes peace. Heprovides detailed ethnography illustrating that whileconflict abounds in human societies, most disputes arehandled without violence, and cultures rely on a greatdiversity of conflict prevention and management techniques.These procedures include warfare as a form of group-levelself-redress, but also include avoidance, toleration,negotiation, and third-party settlement procedures (ibid.,p. 227).

Introductory anthropology textbooks have long includedspecific chapters on indigenous methods of conflictresolution as well as structural violence in the world. Asanthropologists have become more activist-oriented andpassionate advocates for local peoples experiencing poverty,racism, violence, and all manner of problems, introductorytextbooks also highlight these actions. There are infra-legal, legal, and extra-legal approaches to disputeresolution (Spradley & McCurdy, 2000). Infra-legal methodsrefer to the bilateral settlement of disputes withoutresorting to persons with special authority. Legal methodsdenote the resort to law, such as customary law or evenhuman rights law. Here, anthropology and political scienceintersect, especially when the state lays down the law, suchas laws that protect indigenous peoples. Extra-legalmethods take place when infra-legal disputes, which occuroutside the law, escalate into violence.

Anthropology has rich contributions to the understandingof customary settlement of conflict that takes place incommunal, egalitarian, and tribal societies. In thesesocieties, community members are expected to follow normsand observe customs and traditions in order to haveharmonious relations. However, when minor conflicts arise,villagers typically resort to avoidance, which is physicalseparation until disputants “cool down” (Ember & Ember,2007). If the conflict escalates, they have recourse to themobilization of public opinion, such as Netsilik songcontests. The purpose is to seek the support of extendedfamily members and their friends in order to press claims

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and counterclaims. Sometimes, shamans, whose aim is toconserve group unity, intervene and decide who the culpritsare and determine appropriate redress (Harris & Johnson,2000). Other than the shamans, oracles and chiefs also maybe called on to intervene (Scupin & Decorse, 2001). Invillages and societies where there are no authoritarianleaders, a group or a whole community engages in communityaction to resolve conflicts (Ember & Ember, 2007). On otheroccasions, moots are informally created. Moots are informalcommunity meetings where conflicts are aired (Spradley &McCurdy, 2000). In moots, relatives and neighbors gatheraround a mutually respected mediator in order to negotiateand resolve problems (Coleman & Watson, 1990).

Failing that, contenders resort to self-redress. Thewronged persons have the right to settle matters themselves.Another conflict resolution method in communal societies isthe ordeal. The accused is subjected to painful or dangeroustest under supernatural control. In other instances, theyengage in “contests,” in which disputants may use physicalcombat, or sometimes mental ones, in order to settledisputes. Nevertheless, the parties to a conflict could talkto a go-between, who is a trusted third person whonegotiates with each side, until a settlement is achieved.When everything is said and done, disputants recite an oath,which is a ritual vow wherein the wrongdoer promises not torepeat the action henceforth. Alternately, parties to aconflict can achieve restoration by symbolically gettingback together or participating in rituals.

Tribal councils are composed of village elders whocollectively make decisions for the whole community. Insocieties where there are headpersons, usually male, theyare not absolute rulers who rule over the community andsettle conflicts, but they may try to persuade individuals,families, or groups to resolve their differences (Harris &Johnson, 2000).

Political ScienceThe second field that is central to this chapter ispolitical science, which includes international relationsand public international law. There has been a distinction

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between the approaches of peace studies and conflictresolution in general. Peace studies tend to have a socialfocus, although they also include psychological components,including conflict resolution as one element of peace.Conflict resolution, on the other hand, tends to be morepsychological in its focus, although there is a potentialityfor the field to expand to include more social components.Conflict transformation is comprehensive, with proactivemethods that are used when conflicts do not yet exist toreactive methods that are used when conflicts already occur.Proactive efforts are important in poverty-stricken and war-torn societies, such as the Philippines, so that people whoare not directly affected by the armed conflict can learn tolive in harmony with one another. As explained later, non-Western communities tend to engage in social conflictresolution, while Western societies tend to engage in verypersonal, individualistic, and psychologically basedconflict resolution. Methods for the resolution of conflictfall under the following categories: (1) nonjudicial, (2)quasi-judicial, and (3) judicial (Buergenthal & Murphy,2002; Goldstein, 2003; Weigall, 2002).

According to Buergenthal and Murphy (2002), nonjudicialmethods of dispute settlement include negotiation, inquiry,mediation and conciliation; quasi-judicial methods includearbitration and adjudication; and judicial methods involvethe resort to presenting cases before a court. In politicalscience, negotiations refer to the process of formalbargaining, usually with the parties talking back and forthat a table (Goldstein, 2003). Negotiation involves directbilateral or multilateral dialogue to resolve differencesbetween parties in person or through correspondence. Inquiryrefers to the designation of a group of individuals or aninstitution to act as an impartial fact-finding orinvestigatory body (Buergenthal & Murphy, 2002). Mediationmeans the use of a third party (or parties) in conflictresolution (Goldstein, 2003). Mediators are neutral and mayalso actively propose solutions based on an assessment ofeach side’s demands and interests (Goldstein, 2003).Conciliation requires an agreement by the parties to dispute

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referring the controversy to a group of individuals or to aninstitution that will receive the views of the parties andthen issue a report containing recommendations forresolution of the disputants, which can be accepted orrejected (Buergenthal & Murphy, 2002).

In reality, many actual conflict resolution efforts are acombination of different methods. An arbitration tribunalor panel is an ad-hoc judicial body whose composition,jurisdiction, and the rules of procedure it applies must beagreed upon by the parties (p. 70). Adjudication is ajudicial conflict resolution that “takes place in apermanent court, which has a fixed composition and operatesunder preexisting jurisdictional standards and rules ofprocedure” (p. 71). Finally, judicial methods resort tobringing cases to local, regional, national, continental, orinternational courts, with varying degrees of enforcementand sanctions.

Conflict Resolution in Anthropology and Political ScienceIn summary, there are similar and different methods ofconflict resolution in anthropology and political science.The differences lie in the levels of analysis. Customaryconflict resolution methods in anthropology include thefollowing: avoidance, the use of norms, self-redress,contests, go-betweens, oaths, ordeals, restoration,mobilization of public opinions, shamans, oracles, communityaction, moots, headpersons, and tribal councils. Politicalscience uses the following methods: negotiation, enquiry,mediation, conciliation, arbitration, adjudication, regionalcourts, and international courts.

Instead of viewing these conflict methods as mutuallyexclusive, they must be viewed as stretching across acontinuum. Anthropology focuses more on the micro-analyticlevel, but not to the exclusion of meso- and macro-analyticlevels. Political science deals with the macro-analyticlevel more than, but not to the exclusion of, micro- andmeso-analytic levels. On the surface, the Philippines takenas a whole is a unified country that has the characteristicsof a modern society, and therefore all the macro-analyticconflict resolution methods would apply. However, upon a

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closer anthropological scrutiny of the country, one realizesthat there are micro- and meso-communities that are to somedegree autonomous. In the tribal, feudal, and peasantcommunities, different forms of conflict resolution methodsare used. In indigenous communities, there are datus (orlocal leaders) and councils of elders who take the lead inconflict resolution. In Islamized communities in Mindanao,the sultans in some areas still play a critical role inintra- and inter-ethnic conflicts (Torres III, 2007).

The Multiple Causes of Conflict in MindanaoThe roots of the most recent conflict in Mindanao, now inits fourth decade, are manifold: historical, social,economic, political, territorial, and cultural (e.g.,Abinales, 2000; Gowing & McAmis, 1974; Majul, 1985; McKenna,1998; Vitug & Gloria, 2000). Historically, the period fromthe 1500s to the end of the nineteenth century witnessed thedevelopment of powerful precolonial trading states centeredaround two Muslim sultanates in the southern Philippineslocated in Sulu and Cotabato, respectively (Hayase, 2007;Warren, 1981, 2002), and a third multicentric “federatedestate” in Lanao (Madale, 2002, 2003). Coastal sultanatesmaintained strong linkages and alliances with interiorgroups of agricultural peoples and other seafaring peoples.A classic Malay trading-raiding-slaving complex fueled thegrowth of these political forms into powerful multiethnicstates that alternately entered into international tradingalliances with other Malay kingdoms and early European andChinese trading ventures, or fought them fiercely in battlesto control their sea lanes and commerce (e.g., Warren, 1981,2002).

In 1898, at the end of the Spanish-American War, Spainceded the Philippines to the United States under the Treatyof Paris. Although they were never effectively part ofSpain’s colony in the Philippines, Mindanao and Sulu wereincluded in this treaty. Muslim Filipinos (or Moros as theyoften prefer to be called today) in the south objected tothis act on the grounds that they were independent states,and then U.S. military forces became heavily engaged inbattles to defeat armed resistance up until 1913. During

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American colonial rule, the U.S. military categorized andadministered the Moro and other indigenous peoples ofMindanao separately from the mainstream Philippines.American efforts to integrate these peoples into the largerPhilippine Hispanized and Roman Catholic society focused oneducation, but various Moro groups continued to periodicallyengage in armed resistance throughout the American colonialperiod.

In the late 1960s, Nur Misuari formed the Moro NationalLiberation Front (MNLF) and full-scale armed rebellionagainst the independent Philippine state broke out inMindanao. The causes of this rebellion have been numerous,but have much to do with desires to reacquire the status ofa separate, independent state, or Bangsa Moro, whereinMuslim Filipinos would have greater access to and controlover social services. Then they could benefit from economicdevelopment in Mindanao. They also wanted to protect andregain their ancestral lands that were being taken over byin-migrating Christian Filipinos along with multinationalcorporations, and establish an Islamic way of life. By thetime the rebellion broke out, the immigration of ChristianFilipinos to Mindanao that started in the American era hadcreated a lopsided social landscape wherein Moro Filipinosand other indigenous tribal Filipinos (collectively referredto as Lumad) had become minorities in their own homeland.

In 1976, after years of fierce fighting, thousands ofdeaths and internally displaced people, huge casualties, andatrocities, Kuwait and Libya accused the Philippinegovernment of a campaign of genocide against its minorityMuslim population (Bentley, 1981; Busran-Lao, 2005).International pressure and fear of widening internationalsupport for the MNLF helped compel President Marcos to sitat the peace-negotiating table. In 1976, the TripoliAgreement was signed in Libya between the Philippinegovernment and the MNLF. It provided for political autonomyfor the thirteen provinces of Mindanao, Sulu, and southernPalawan, which Moro Filipinos saw as their traditionalhomeland or sphere of influence. However, the failure to

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implement all of the aspects of the agreement set the stagefor what later became four failed peace agreements.

A breakaway faction from the MNLF known as the MoroIslamic Liberation Front (MILF) and headed by Hashim Salamatled to all-out war with the Philippine government in 2000,and again in 2003. Since 2003, the MILF and the Philippinegovernment have been engaged in periodic informal peacetalks, brokered by Malaysia, with renewed war-like activitydisplacing six hundred thousand people during 2008–2009. TheArmed Forces of the Philippines (AFP) is also engaged inMindanao with the militant Abu Sayyaf Group.iii The AbuSayyaf Group engages in atrocities against civilian andmilitary targets, including beheadings, bombings, wide-scaleviolence, and kidnap-for-ransom activities. The U.S.military provides noncombat intelligence, strategic advice,and military equipment for the Philippine forces engaged infighting the Abu Sayyaf Group. The New People’s Army, orthe armed wing of the National Democratic Front, a communistand left-wing party, is also active in Mindanao.

Mochtar Matuaniv summarizes the Mindanao problem as aninterconnected problem set involving: poverty, inequality,and environmental destruction; political corruption;negative images held by Christians, Moro, and Lumad(indigenous) peoples of each other; failure of the nationalgovernment to integrate Moro peoples into a nationalFilipino identity; the economic exploitation of Mindanao’sresources and the migration of Filipinos from the north thatled to a loss of ancestral lands; and the Moro struggle andlonging for self-rule. The outcome is that many Moro andLumad Filipinos are economically marginalized, haveexperienced massive poverty and social injustices, arepolitically marginalized and not well-represented in theiii. Under the Visiting Forces Agreement between the UnitedStates and the Republic of the Philippines, the former isnot allowed to establish bases on Philippine soil or entercombat, except in self-defense.iv. Matuan, Mochtar, 2004, unpublished lecture delivered atCapitol University in Cagayan de Oro, Philippines, for theACCESS Philippines project of Northern Illinois University.

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national polity, and feel they lack national recognition andrespect for their unique cultural and religious identities.

The effects of war and discrimination have left what iscurrently the Autonomous Region of Muslim Mindanao (ARMM)with the highest poverty incidence in the Philippines (73.9percent poor, compared to 40 percent for the country as awhole) and the United Nations Development Program (UNDP)Human Development Report in 2005 ranked four of the fiveARMM provinces as comparable to that of the world’s poorestcountries located in Africa.v A recent Pulse Asia survey in2005 indicated that 47 percent of Filipinos think Muslimsare terrorists or extremists and the U.S. State DepartmentCountry Report on Human Rights documents discriminationagainst Muslims in housing and employment.vi Since 1970,more than one hundred and twenty thousand people have diedin the war in Mindanao, with over fifty thousand wounded andmillions displaced. There is also the problem of poorschools, massive firearms and weapons proliferation, clanviolence related to politics and land feuds, generalcriminality and kidnap-for-ransom gangs, and ongoing “pocketwars” between the MILF and the AFP despite the presence ofan international peace monitoring mission (Cook & Collier,2006). More Filipinos have died from attacks linked to theSoutheast Asian militant group Jemaah Islamiyah than in anyother country, including Indonesia, thus making the regionan international security concern for foreign countries(Human Rights Watch, 2007). Since 2000, violent Islamistgroups in the Philippines have killed or injured more thanseventeen hundred people—mostly perpetrated by the AbuSayyaf Group and the Rajah Solaiman Movement—a number thatv. Philippine Human Development Report, 2005. See:http://hdn.org.ph/2005-philippine-human-development-report-peace-human-security-and-human-development/, retrieved onJune 5, 2009.vi. See Philippine Country Report of Human Rights Practices2007, Bureau of Democracy, Human Rights and Labor, U.S.Department of State:http://www.state.gov/g/drl/rls/hrrpt/2006/78788.htm,retrieved on June 5, 2009.

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exceeds the number of people killed or injured in the sameperiod in Indonesia and far more than those killed andinjured in Morocco, Spain, Turkey, or the United Kingdom(ibid).

Peace Efforts and Education in MindanaoAbubakar (2007) observes that there are a number ofchallenges to resolving the demands for Moro self-determination and independence. First, the nature ofdemocracy in the Philippines makes it difficult for thegovernment to garner enough support to decide on theindependence demand of armed separatist movements among theMuslim minority. The Philippines has a history of politicalturbulence and corruption, with only one president havingentered and left office through a regular democratic processin the last four decades (ibid., p. 35). Second, radicalIslamic homegrown militancy in the Philippines is firmlysituated in the midst of a protracted and violent intrastateconflict. Determining appropriate resolution mechanisms tothe secessionist rebellion is complicated by the strategiesused to counter local and international extremism.

Given that minority groups such as the Moros and non-Muslim indigenous peoples have limited influence in nationalpolitics, civil society organizations are extremelyimportant in the Mindanao peacebuilding process. Abubakar(2007) groups peacebuilding initiatives in Mindanao intonine categories: (1) peace movements and alliances, (2)peace education and research, (3) relief, rehabilitation,and reconstruction, (4) truth commissions and investigativemissions, (5) grassroots ceasefire monitoring, (6) peacejournalism, (7) dialogue and consultations, (8) interfaithdialogue, and (9) arts and culture for peace advocacy (p.39).

The efforts of civil society groups, religiousorganizations and alliances, academic institutions, people’sorganizations, and the media are ongoing in Mindanao, whichhas a very strong and increasingly outspoken set of effortsto help enforce cease-fires, assist in emergencypreparedness for evacuations of civilians from war-tornregions, and exert pressure on both sides to return to the

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peace negotiating table (e.g., Jorolan, 2008). Civilsociety groups also play a role in the establishment of“zones of peace” where combatants are requested to stay outof a particular locality; these have met with some limitedsuccess but are few in number (Rood, 2005). Numerousinternational donors involved in development assistance inMindanao play a similar if more behind-the-scenes role inpressuring the Philippine government to return to the peacenegotiations that collapsed in 2008 and led to renewed war.

In a summary of peace education in Mindanao, Bacani(2005) describes its role in conflict resolution andpromotion of better Christian-Muslim relations amidst theongoing war between secessionist Muslim groups and thePhilippine government. He notes that peace education hasbeen present not just in the schools, colleges, anduniversities in Mindanao, but also in grass-roots communitypeacebuilding. Peace education has also been integratedinto efforts of international aid organizations to developpost-conflict human resource development in the region. Hepoints out that while there has been a lack empirical dataon the effectiveness of peace education programs, theoverall focus is on Muslim and Christian and indigenousyouth so as to promote a new generation of people who canactively engage with members of different ethnicities,cultures, and religions.

More generally, guided by the framework of the UnitedNations University for Peace, peace education in Mindanaohas focused on promoting a holistic framework of educationfor a culture of peace with six crucial issues. They are(1) dismantling the culture of war; (2) living with justiceand compassion; (3) building cultural respect,reconciliation, and solidarity; (4) promoting human rightsand responsibilities; (5) living in harmony with the earth;and (6) cultivating inner peace. The framework also adoptsfour pedagogical principles: holism where issues of peaceand violence are considered dynamically interrelated;centrality of values formation, where justice, compassion,caring for life, spirituality, “one world orientation,” andactive nonviolence are promoted; dialogue through active

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teaching and learning strategies, and conscientiousreflection, where the active and critical consciousness oflearners is formed, empowering them in the process to becatalysts for social change (Bacani, 2005, p. 1).

In his conclusion, Bacani recognizes that in seeminglyintractable conflicts, such as that in Mindanao, the oldergeneration basically has had few role models for religioustolerance. Hence, the emphasis on peace education isteaching tolerance and respect for diversity to the younggeneration. There are efforts to teach the Islamicconceptualization of peace, and introduce peace educationinto the madrassahs as well. Nonetheless, while massiveefforts are ongoing in Mindanao to make peace education astable offering in the schools, he notes that there arecoordination problems among these programs, a severeshortage of books and resources in some areas, and tensionbetween peace educators and practitioners in civil society.

The programs and much of the content of peace educationin Mindanao parallel that of the programs we have beenrunning with grant funding from the Youth Exchange Divisionand the Office of Citizen Exchanges, Bureau of Educationaland Cultural Affairs, Department of State in the UnitedStates. Since 2004, we always refer to the same dimensionsof peace that Bacani refers to in all our training programsand in our publications (e.g., Russell et al., 2008; Ty,2008). In the following section, we briefly describe two ofour projects, the general concepts of conflict resolutionand transformation that we rely on, and then presentexamples of specific workshops we use that resonate with thesix peace education themes that are being practiced inMindanao.

Education for Peace: Two Case StudiesACCESS Philippines Project

Since 2003, together with Dr. Lina Davide-Ong, director ofInternational Training at Northern Illinois University(NIU), we have been conducting projects for youth and adultswho work with youth in the southern Philippines.vii Thesevii. The project website is athttp://wwww.cseas.niu.edu/PhilAccess/default.htm.

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projects are designed to help build peace in the conflict-ridden areas of Mindanao, Basilan ,and Sulu throughcapacity-building and empowerment of Muslim, Christian, andindigenous youth and adult leaders in the areas of inter-ethnic and inter-faith dialogue, conflict resolution, andcollaborative networking. The Access to Community and CivicEnrichment (ACCESS) for Students Philippines project iscurrently in its sixth year of funding from the Bureau ofEducational and Cultural Affairs, Department of State in theUnited States.viii Our in-country partners include Dr.Nagasura Madale at Capitol University in Cagayan de Oro inMindanao, the International Visitors Program-PhilippinesAlumni Foundation, Inc., and the Public Affairs Office ofthe U.S. Embassy in Manila.

From 2003 to the present, we have trained over 130Muslim, Christian, and indigenous youth and adults in anannual series of one-month training workshops at ouruniversity entitled “Bridging the Gap: Engaging a NewGeneration in the Southern Philippines in Inter-ethnicDialogue and Conflict Resolution.” The major goals of theNIU Institute are to (1) advance a dialogue and promotegreater mutual understanding between Muslim and non-Muslimyouth; (2) create a cadre of leaders that will work towardan enduring peaceful coexistence among all groups inMindanao when they return home; and (3) promote a betterunderstanding of the United States—its people, culture,values, tolerance, and civic institutions. The NIUInstitute focuses on four teaching emphases: (1)volunteerism and civil society, emphasizing particularly theinstitutions and organizations that mediate between thenational government and individuals; (2) contemporaryAmerican institutions in state and civil society thatsupport ethnic diversity, affirmative action, and religiouspluralism; (3) the underlying premises and practices ofconflict resolution; and (4) leadership. The youthparticipants are fifteen–seventeen years of age and areviii. This project was renamed by the U.S. State Department in2006 as the Philippine Youth Leadership Project, although wecontinue to refer to it as ACCESS Philippines.

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recruited by means of a competitive application andinterview process in the Autonomous Region of MuslimMindanao, where most of the conflict and war is occurring.ix

The project incorporates two-week home-stays withAmerican families for participants; a variety of field tripsto religious and peace activist organizations in the diverseChicago region, Springfield, Illinois, and Indiana; and anarray of national and international speakers. Theparticipants are expected to design action plans toimplement in their schools and communities upon their returnto Mindanao, and we then sponsor a “follow-on” activity inMindanao some months after the NIU Institute program. Eachyear, we produce a booklet about the project, theparticipants and collaborating institutions, the lessonplans, action plans, and essays from the participants. Thebooklet includes an overview of global issues of culturaldiversity and conflict that emphasizes the need to addressthe root causes of hostilities in the world, with specificattention paid to the causes of conflict in Mindanao,historically and currently. It also contains an overview oftheoretical frameworks for the study of conflict, conflicttransformation, and the work for peace, as well as a toolkit for “barefoot facilitators” to use when they conductpeace programs.x

The Autonomous Region of Muslim Mindanao, Education, Community,and Political-Process ProjectThe Autonomous Region of Muslim Mindanao (ARMM) projectfocused on training in majority-minority politicalrelations, solutions and problems; inter-ethnic dialogue andconflict resolution; and capacity building for NGO,ix. Youth of this age span are developing socialconsciousness and their enthusiastic involvement inpeacebuilding can have a vital multiplier effect, as theycan mobilize support among other youth and collaborate withnongovernmental organizations, local government officials,and other school or community leaders.x. Rey Ty, a human rights activist and current doctoralstudent in Couseling, Adult and Higher Education at NorthernIllinois University, is the author of much of this work.

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government, academic, and Muslim and Christian religiousleaders with established networks of support so as toempower civil society in the ARMM in ways that would assistin a larger rehabilitation effort.xi The three-week NIUInstitute in 2006 was specifically designed to foster thedevelopment of sustainable community networks and dialogueamong local communities for the purpose of strengtheningstability and promoting peace. This project trained twelve,mostly Muslim, adult leaders but otherwise operated in thesame way as the ACCESS project. Participants were providedan enhanced understanding of how religion, education,community, and political leaders interact in the UnitedStates, as well as core skills and tools in peaceleadership, community activism, human rights and socialjustice, civic participation, and building linkages. Wealso offered them study tours and visits to Salt Lake Cityin Utah (where a minority religion is the majoritygovernment, e.g., the Church of Latter-Day Saints of JesusChrist); Chicago, St. Louis, and Springfield. The fieldtrip to Utah specifically was requested by one of ourproject coordinators in the Philippines who, as a Muslim,was impressed with a previous trip to the region and felt itwould provide participants with interesting viewpointsrelevant to the future governance of the ARMM. The fieldtrips included a visit to an Amish community, which is alsoa very popular segment of the ACCESS project. Theparticipants also designed action plans to carry out whenthey returned home.

The final twelve high-profile ARMM leaders that attendedthe program at NIU in the summer of 2006 reflect the richdiversity of communities from Mindanao: one is a rankingMNLF leader who heads the oldest and best-known BangsamoroWomen’s organization and has been the recipient of majorawards; two lawyers; a chancellor of Mindanao StateUniversity in Maguindanao; a regional legislator; a deputy-

xi . The project website is athttp://www.cseas.niu.edu/ARMM/.

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governor for indigenous peoples in the ARMM; a vice-mayor;NGO leaders (including a former MNLF field commander); aprovincial mufti (Islamic religious scholar); severaluniversity professors; and a Catholic priest. Most hadnever been to the United States, but are deeply and activelyinvolved in community activities and passionately committedto peacebuilding and development.

These two projects cited earlier are part of Departmentof State, United States, initiatives focused on helpingcivil society and government and youth leaders gain theopportunity to spend an intensive, month-long experientialtraining program in Illinois, far from the war-torn regionwhere so many similar activities take place. Being removedfrom their normal surroundings where the conflicts areoccurring offers the participants a chance to learn anddiscuss the prejudices, distrust, and hostility that theyexperience in Mindanao in the neutral, safe environment of alarge Midwestern university in a small town. In many ways,the one-month experience involves participants in a three-step process of reframing the conflict. The first step is todecenter the conflict away from the self, enablingparticipants to focus on the problems rather than on theirown negative feelings about the “other” groups. The secondstep can then proceed, which involves shifting to differentcultural experiences, learning about ethnic and religiousdiversity in the United States, and comparing it to theirsituation in their communities in Mindanao. An importantpart of this step is the development of empathy andcompassion for the other groups through facilitateddiscussions and personal expressions—as well as throughcooperative activities. The final step is resolution,meaning thinking about the needs of their communities andhow young people can make a difference through planning andcarrying out community service projects.

ApproachesThe type of approach in our training programs is thedialogic and elicitive methodology of both Paulo Freire(1970, 1973, 1994, 1998) and John Paul Lederach (1995,2005), as opposed to a purely prescriptive approach.

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Elicitive approaches or “integrated” approaches recognizethat there are distinctive cultural ways of understandingconflict and its resolution. In this approach, people arekey resources rather than recipients of a facilitator,indigenous knowledge is a pipeline to discovery andappropriate action and empowerment emerges from havingparticipants name and discover appropriate responses totheir identified needs and problems (Maiese, 2004). TheFreireian-inspired framework on which our training programis based is explained in chapter three of our book for ourparticipants in April 2006 (Russell et al., 2007).Education must be contextual, historical, and respond toactual social needs. In addition, for concrete changes totake place at the grassroots level, the learning experienceought to be participatory. For this purpose, interactiveworkshops provide opportunities for critical, reflective,and creative thinking that advance both individual andsocietal transformation as well as emancipation. Ourbarefoot facilitators conduct training that encouragesinter-ethnic dialogue and promotes conflict resolution. ReyTy (2008) defines barefoot facilitators as popular educatorsand trainers:

who, depending on the historico-socialcontexts, use whatever resources andmethodologies are available, from chalk talkto high-tech gadgets, and engage in opendialogic exchanges that help individuals andgroups raise their consciousness and buildstructures from below that respond to theproblems and needs of the poor, oppressed,deprived and exploited in civil society. (P.17)

Both the barefoot facilitators and participants arecritically reflective colearners in the educational process.Through an empowering learning process, they learn togetherabout concrete situations of social inequality and injusticethat cause conflict. By planning together and engaging invisioning exercises, they work together to construct a moreequal and just society here and now. Endowed with a social

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commitment and passion for justice, colearners together dealwith issues related to class, ethnicity, religion, gender,and other differences in their efforts to advance the causeof social justice and peace.

Content and process are both important in the learningsessions. The substantive elements of workshops must focuson different issues involving human rights, social justice,and sustainable peace. While both substance and form arevital to the success of a workshop, interaction and funalone are only a means and not the objective per se. If theactivities are fun and interactive, but no substantivemessage is conveyed, then the workshop essentially is afailure. Along the same lines, a boring and top-downlecture by a speaker who simply talks about abstractconcepts such as conflict resolution that are not rooted inthe context on the ground is also a dismal failure. Therole of the barefoot facilitator is to strike a balancebetween process and content, making sure that dialogue leadsto concrete action on the ground for positive social change.

This elicitive approach resonates with theanthropological approach to ethnography and a socialconstructionist approach that recognizes that socialconflict emerges according to the meaning andinterpretations people attach to events and actions. Itdoes not assume that cultural difference is a secondaryaspect of conflict resolution, but a critical aspect(Lederach, 1995). The elicitive approach likewise resonateswith the grassroots political organizing and participationapproaches, which empower people at the grassroots level astheir contexts and ideas are taken into account in politicalwork.

While Lederach has shifted the focus of his peacebuildingfrom conflict resolution to conflict transformation, he alsonotes that his approach resonates with a creative tensionbetween the two themes (Lederach, 2003). Whereas much ofthe conflict resolution literature focuses on immediatesolutions, and hence on negotiation techniques,transformation techniques focus attention on the context ofrelationship patterns. The key question is not of how we end

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something not desired, but of how we build something we dodesire? John Paul Lederach explains.

Conflict transformation is to envision and respondto the ebb and flow of social conflict as life-giving opportunities for creating constructivechange processes that reduce violence, increasejustice in direct interaction and socialstructures, and respond to real-life problems inhuman relationships. (P. 14)

The NIU training itself consists of a combination ofmini-lectures and hands-on, interactive workshops. Thecontent of our training programs is in consonance with theUnited Nations’ definitions of human rights and peace, whichserve as guiding frameworks. During the introductorysubstantive sessions, we discuss the elements of humanrights and peace. In fact, as early as during our very firstprogram in 2004, we had a workshop specifically on civilsociety and human rights (Russell et al., 2004). As a handyreference tool, the dimensions of peace are also listed inour training manuals and annual publications (Russell etal., 2008, p. 27; Ty, 2007). In addition, there aredifferent workshops on peace efforts (such as peacemaking,keeping, and building), the different dynamics of conflict(such as conflict prevention, resolution, andtransformation), the different strategies of conflictmanagement (such as avoidance, competition, compromise,accommodation, and collaboration), and conflict resolutionmethods (such as negotiation, enquiry, conciliation,arbitration, judicial decision, and good offices; Ty, 2009).Aside from the United Nations’ frameworks for human rightsand peace, there are other themes specific to our peaceprograms that help our participants deal with and have adeeper understanding of the causes of conflict in thesouthern Philippines in order for them to be able to work onconflict transformation. Some of these themes includeinter-ethnic dialogue, diversity, and leadership training.Furthermore, for them to have first-hand knowledge, theparticipants are engaged in volunteer community servicewhile in the United States so that when they return back to

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their communities in the Philippines they will already havesome hands-on experience.

We have data on the impact of our activities on theparticipants of our peace education programs. Using pre-testand post-test data, we are able to confirm positive changesin the knowledge, values, and skills of our alumni withrespect to inter-ethnic dialogue and conflict resolution.For instance, in our survey questionnaires for our 2009alumni, only 17.39 percent indicated that they had a greatdeal of knowledge about inter-ethnic dialogue prior toattending the program. However, 78.26 percent said they hada great deal of knowledge about inter-ethnic dialogue afterthey attended the peace education program. Note, however,that we still need to conduct a community impact assessmentin order to find out the short- and long-term impacts aswell as outcomes of our programs. Furthermore, we have notyet examined the long-term impact of the programs on theparticipants themselves—a critical issue for these kinds ofprojects (Hammack, 2009).

SummaryWe have three observations. One, there are historical,social, economic, political, territorial, and cultural rootcauses of the Mindanao problem and armed conflict in thesouthern Philippines. Two, because of these societalproblems, many rebel groups emerged to struggle againstthese injustices, among whom were the MNLF and MILF, both ofwhich are engaged in political and revolutionary struggles,and the Abu Sayyaf Group, which is an extremist militantgroup. Three, there are three-pronged approaches to conflictresolution in the southern Philippines. Track 1 has high-level negotiations, track 2 has middle-level conflicttransformation programs, and track 3 has grassrootsinitiatives. Our findings contribute to the literature onpeace in general and to theory building in particular bypresenting here a grounded theory of conflict transformationfor the promotion of just and sustainable peace, based onthe findings of this research (see figure 6.1).

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Figure 6.1 Grounded theory of historical and contextualmodel of multitrack promotion of peace.

Both anthropology and political science play a crucialrole in peace education and peacebuilding. Anthropologyprovides tools that are useful in the conduct of research atthe community and village level. Among the research methodsin anthropology are field research, ethnography, and thickdescription. They provide rich data that aid anthropologistsin their efforts in peace education and peacebuilding.Political science resorts to a set of methods in conflictresolution as well as relies on the efforts of the state andcivil society in peacebuilding. Hence, anthropology andpolitical science complement each other in peace work.

ConclusionThe southern Philippine region with its many differentethno-linguistic and religious groups, high poverty levels,ongoing counterinsurgency operations, and diverse rebel andextremist groups pose significant challenges topeacebuilding efforts, peace negotiators, and conflicttransformation. The civil society groups active inpeacebuilding or interfaith dialogue in the region are alsodivided by goals, strategies, and ethnic or religiousmembership. While recent years have seen efforts toconsolidate these networks, there is still much work thatneeds to be done. Our capacity-building projects aredesigned to empower Muslim leaders with established networksof support (the ARMM project) and to help them and former

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combatants forge stronger ties with the major nationalconstituencies. The ACCESS project focuses on bringingyoung Muslim, Christian, and other indigenous youth togetherin positive interactions that will develop more globallyaware, informed, and activist leaders for this region in thefuture.

Certain facts continue to offer much hope for the outcomeand aftermath of the peace discussions. First, manyinternational donor organizations and countries such as theUnited States, Australia, the European Union, Japan, Canada,and other Muslim countries such as Saudi Arabia, Libya, andMalaysia have pledged to provide aid once a peace agreementis signed. The World Bank and the United NationsDevelopment Program, among others, also have set up arehabilitation plan for Mindanao in the future. Second, theleadership of the MILF and the Philippine government haveindicated a strong commitment to the peace process. Third,the substantive issues of the peace discussions pointedlyinclude key concerns that were never resolved after the 1996peace agreement with the MNLF but which must be dealt withif a lasting peace is to occur. Foremost among these issuesis the one concerning territorial domain and the ancestrallands of the Moro and Lumad peoples—and the Philippines hasone of the most progressive agendas on the rights ofindigenous peoples to ancestral lands. A final, verypositive development in support of the long-term prospectsfor peace is the presence of a much more active civilsociety sector in Mindanao that has arisen since 1996 Thepresence of new civil society groupings and the activeinvolvement of universities with peace programs in Mindanaohelp provide oversight to prevent the repetition of earliermistakes and also help keep both the Philippine governmentand established rebel groups focused on attaining a sociallyjust, sustainable peace agreement.

A stable peace in Mindanao will require the energy andcommitment of all official and unofficial actors, and hence“multitrack” approaches are necessary. Jim Wake (2004)argues that the “beauty of multi-track approaches is thatthey afford an opportunity for anyone, at any level, to

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contribute to the peacebuilding process with the means thatthey have available to them” (p. 127). The projects that weare pursuing are but a few of those dedicated to creating anew generation of empowered youth and adult leaders from allreligions and ethnic groups in the southern Philippines whodesire to make a sustained peace a reality. We anticipatethat as we continue to collaborate with ongoing localefforts to build a network of youth in Mindanao dedicated tosharing their experiences in peacebuilding, dialogue, andconflict resolution, a brighter future will surely follow.Dialogue remains one of the most common forms of informalpeacebuilding and conflict resolution in the world today,and the goal of dialogue in conflict resolution orpeacebuilding is to generate increased understanding andtrust between opposing parties (Fisher, 1997). It is also acritical component to multitrack approaches in that itenables all parties to explore ways of working together.

Douglas Fry (2006) argues that humans have a muchstronger capacity for getting along peacefully even as theyare very capable of engaging in warfare. Peace-promotingpossibilities include “enhancing crosscutting relations;recognizing interdependence; promoting new values,attitudes, and beliefs; implementing overarching levels ofgovernance; and expanding the use of conflict managementmechanisms” (pp. 247–248). J. Kenneth Smail (1985, found inFry, 2007, p. 215) notes that international citizen exchangeprograms, whether focused on transferring academics,students, businesspeople, military personnel, artists, orothers, help reduce tensions, expand understanding andawareness, and represent an appropriate way of transformingattitudes.

ImplicationsThis chapter has policy, social action, and further researchimplications. On the top-policy level (track 1),governments and rebel groups must continue to explore allavenues in coming to an understanding on the causes of andsolutions to the societal problems with which inhabitants ofMindanao are confronted. On the grassroots level (track 3),civil society likewise needs to embark on inter-ethnic and

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interfaith dialogue as a means for conflict transformation.Last, but not least, on the middle level (track 2),academics can do their part in promoting peace. The directinvolvement of faculty, staff, and students at NorthernIllinois University (and many other universities here andabroad) in concrete projects for conflict transformationdemonstrates the ability and impact of the academiccommunity in doing its share in getting parties to aconflict to come into a dialogic circle wherein meaningful,collaborative, transformative learning and action planningcan help bring about conditions that promote a just peace.The challenge for academics in times of armed conflict stillremains, however, to dialectically link peace theories withpractice in ways that actually promote sustainable peace.That challenge is equally as relevant for promoting peaceinternally within nations as it is between nations. In termsof research, academics can go one step further by doingempirical research that actually measures the impact ofcollaborative-peace education programs, among others, on (1)learning those values that promote peace, (2) personaltransformation, (3) organizational transformation, and (4)social transformation. Insofar as higher education isconcerned, our experience in peace-education programsindicate that dialogic and elicitive approaches—rather thantop-down traditional lecture approaches—provide the bestmeans for both facilitators and participants as co-learnersto raise consciousness and to work for social transformationthat will lead to a durable and just peace.

While we have data on the impact of the program on ouralumni, we still need to conduct a community impactassessment, using both survey methods and focus-groupdiscussions. We also need to do an evaluation of the long-term impact of the program on the participants’ attitudes.Questions for further research include, among others, thefollowing. Based on the empirical evidence, what are thelessons learned in implementing peace programs? What makesa peace program successful? In short, what are inductivelyderived (not predetermined) indicators of success? What arethe best practices? What issues are involved in the

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question of the relationship between specific historical-social contexts and transferability of lessons learned andbest practices? To what extent are programs withestablished peace and conflict organizations more capableand successful at engaging in sustainable peace promotionthan those without organizational structures? With thesequestions, our search and work for peace continues unabated.Appendix

TerminologyAbu Sayyaf Group (ASG): A militant group in the southern

Philippines.ACCESS: Access to Community and Civic Enrichment for

Students. This is the official name of the Philippinepeace education program from 2003 to 2006.

AFP: Armed Forces of the Philippines.Conflict Transformation: A peaceful process of eliminating

violence that addresses the problems and the pathwaysto a desired transformation.

Jemaah Islamiyah: A Southeast Asian militant group seekingto establish an Islamic caliphate in the region.

Lumad: The collective term for indigenous peoples in thesouthern Philippines.

MILF: Moro Islamic Liberation Front.Mindanao: The name of the major island in the southern

Philippines. Aside from the main island calledMindanao, we include in our usage the outlying islandgroups of Sulu, Basilan, and Tawi-Tawi.

MNLF: Moro National Liberation Front.Moro People: People of different ethnicities in the

southern Philippines who are Muslims.PYLP: Philippines Youth Leadership Project. This is the new

official name of the Philippine peace education programfrom 2006 to 2009.

Rajah Solaiman Movement: A movement of Christian convertsto Islam that is linked to the Abu Sayyaf Group and theJemaah Islamiya.

Questions

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1. How do the disciplines of anthropology and politicalscience differ in their approaches to conflictresolution, and what are their differences?

2. What are the multiple causes of conflict in Mindanao?3. What are the various forms of peace efforts ongoing

in Mindanao civil society?4. What is the dialogic approach of Paulo Freire to

peace education, and what is the elicitive approach ofJohn Paul Lederach?

5. Describe a real multitrack approach to conflict in yourregion and the real or possible role of peace educationin it.

BibliographyResources

Citizens for Global Solutions:http://www.globalsolutions.org.This is a site dedicated to a global mission of protectinghuman rights, abolishing war, and tackling problems thatrequire nation-states to work together. It also supportsdemocratic institutions and the rule of law in ways thatrespect the diversity and autonomy of national and localcommunities.

Cultural Survival : http://www.cs.org.Many indigenous peoples around the globe struggle for humanrights, social justice, and survival. This site hasnumerous resources for those who are interested to supporttheir struggle or to know more about these issues.

International Training Centre for Human Rights and PeaceTeaching: http://www.cifedhop.org/En/Training/index.htm.The International Training Centre for Human Rights and PeaceEducation (CIFEDHOP) is a foundation created in 1987 underSwiss law by the World Association for the School as anInstrument of Peace (EIP), an international nongovernmentalorganization with consultative status with ECOSOC, UNESCO,the ILO, the Council of Europe, and the African Commissionon Human and People’s Rights. CIFEDHOP is a

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multidisciplinary research and training center whose work isdirected toward teachers and other professionals, educators,and researchers from both formal and nonformal educationalsectors.

Philippine Youth Leadership Program Publications:http://www.cseas.niu.edu/PhilAccess/PYLPPublications.htm.The International Training Office and the Center forSoutheast Asian Studies of Northern Illinois University hasbeen implementing an annual peace education program focusingon inter-ethnic dialogue and conflict resolution sinceacademic year 2003–2004. This link is a repository of itsprogram-related publications.

United States Institute of Peace: http://www.usip.org/.This organization provides analysis, training, and tools tohelp prevent, manage, and end violent internationalconflicts, promote stability, and professionalize the fieldof peacebuilding. Many of its resources are archived anddownloadable by the public.

University for Peace: http://www.upeace.org/.The University for Peace is a United Nations mandatedGraduate School of Peace and Conflict Studies. This websiteprovides information about its course offerings as well asthe conceptual and operational definitions of peace in thedifferent disciplines.

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Suggested ReadingBuergenthal, T., & Murphy, S. D. (2002). Public internationallaw. St. Paul, MN: West Group. Conflict resolution is amain concern of political science and law. This book

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discusses the application, relevance, and sources ofinternational law, illustrating that international humanrights standards provide the framework for attaining justiceand peace in the world.

Freire, P. (1970). Pedagogy of the oppressed. New York: TheSeabury Press. This is Freire’s best-known book. He opposed the culture ofsilence in a regular classroom setting. Freire criticizedthe “banking” method of education in which the all-knowingteacher deposits data in students who are treated as vaultswhere knowledge accumulates. His alternative is problem-solving education that helps students develop their criticalconsciousness as co-learners with teachers in efforts towork collectively for social change.

———. (1973). Education for critical consciousness. New York: SeaburyPress. In this book, Freire described the different levels ofconsciousness: from the lowest level (naïveté), where peoplecannot understand problems beyond their basic needs for foodand shelter, to critical consciousness, where people haveawakened understanding of the causes of their problems,while they interrogate, and work collectively for socialchange. Popular education plays an important role in raisingconsciousness.

———. (1994). Pedagogy of hope. New York: Continuum. This book presents Freire’s reconception of Pedagogy of the Oppressed using Gramcis’s concept of organic intellectuals who are not in ivory towers but are closely connected with their communities or groups. They help raise the consciousness of the people so that they themselves can workfor changes people want to see.

Goldstein, J. (2003). International relations. New York:Longman. The author posits that peace does not only consist of theabsence of war or nonviolence, but more importantly, it

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involves addressing the causes of armed conflict, such aspoverty and injustice. In addition, peace movements play animportant role in conflict resolution and transformation.

Heijmans, A., Simmonds, N., & van de Veen, H. (Eds).(2004). Searching for peace in Asia Pacific: An overview of conflictprevention and peacebuilding activities. Boulder, CO: LynneRienner.

This collection of essays provides a comprehensive overviewof political violence in the region as well as the prospectsfor its management, resolution, or transformation.

Lederach, J. P. (1995). Preparing for peace: Conflict transformationacross cultures. Syracuse, NY: Syracuse University Press.

In this book, Lederach provides his framework for conflicttransformation and specifically reviews his elicitive model.

Sponsel, L., and Gregor, T. (Eds). (1994). The anthropology ofpeace and nonviolence. Boulder, CO: Lynne Rienner.

This book is a very useful introduction to the mutualrelevance of anthropology and peace studies, focusing on theinstitutions in local societies that help contain violence.

Torres III, W. M. (Ed.). (2007). Rido: Clan feuding and conflictmanagement in Mindanao. Manila: The Asia Foundation.

This book presents in-depth, real case studies of violentconflict in Mindanao, focusing on the dynamics of feudingand revenge killings as well as inter-tribal warfare. Italso documents the myriad ways that diverse ethnic groupsresolve (or fail to resolve) violence, so that effective andstrategic intervention efforts can be designed.

Wolfe, A. W., & Yang, H. (Eds). (1996). Anthropologicalcontributions to conflict resolution. Athens, GA: University ofGeorgia Press.

The essays in this book specifically focus on thecontributions of anthropology to conflict resolution andpresent a compelling agenda for more applied research.

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