While the role of youth has been recognized in peacebuilding discourse, there has been limited research on this area (Zelizer, 2003; Brown, 2014; Pruiit, 2011). This is as true as well on the impact that the youth may have on... [ view full abstract ]
While the role of youth has been recognized in peacebuilding discourse, there has been limited research on this area (Zelizer, 2003; Brown, 2014; Pruiit, 2011). This is as true as well on the impact that the youth may have on peacebuilding processes (Del Felice and Wisler, 2007). Thus, this research looks into the role of the youth in conceptualizing and implementing an arts-based and youth-led peacebuilding program to challenge violent extremism in the conflict areas of Mindanao in southern Philippines. It endeavors to answer the following research questions: what is the profile of the youth-led organization? what are the salient features of arts-based peacebuilding curriculum? how is effectiveness being measured? Research methodology employed includes mix qualitative methods for gathering data, such as key informant interview, focus group discussion, and participant observation for over three months. Informants include the 33 implementing youth as key stakeholders, as well as school administrators, parents, and community leaders who are involved in the programming. Qualitative content analysis is used in data analysis. Research results revealed that the IS-inspired attack in Marawi City in Mindanao last May 2017 was the main motivation of these 33 young people to conceptualize and implement an arts-based peacebuilding program, with the help of an adult adviser. An arts-based and research-driven curriculum has been developed after a series of curricular testing and professional consultations, coupled with a standardized Monitoring and Evaluation (M&E) tool. Arts-based curricular exercises include mirror activity wherein participants are asked to imitate the movement of their partner and vice versa, thus increasing mirror neurons which are scientifically proven to increase empathy and be less vulnerable to violent extremism. Youth from Mindanao ages 18-25 years old are the participants of the campaign. From the very low 11% response prior to the campaign, post-evaluation data reveals 81% increase in youth’s attitude when asked whether they understand and believe can do something for challenging violent extremism. When asked of their attitude in working with other people who are different from them culturally, only 17% said that they are comfortable. This response has changed to 86% after they experienced the programming. Because the campaign is engaging in nature as it uses games and creative expression, it allows the target audience to understand well the links of cultural diversity and violent extremism, at the same time expressing their opinions freely in a safe space. With their campaign, it positively shifts the mindset and behavior of the target audience with an integrated intervention that is qualitatively and quantitatively measured using a standardized M&E tool. It has established safe space corners within the university and from the schools nearby. The links between peacebuilding initiatives and sustainable development lies in the fact that our effort of meeting the needs of the present and future generation can only be more possible if violent extremism are eradicated and peace dwells in communities. The empirical data from this study contributes in the field of youth development, conflict studies, and peacebuilding-related body of literature.
Keywords: youth, peace-building, arts, violent extremism, Mindanao
9a. Peace and security
