ABSTRACT

Students exposed to conflict have increased risks of perpetrating school violence. For young people who experience war in Philippine’s Mindanao, overcoming violence can be particularly challenging as perpetrating this behaviour has, over time, become embedded in their postcolonial culture. These students are most affected by conflict and vulnerable to competing political entities; therefore, in this study, they are identified as the subalterned. Data from a phenomenological research that focus on the lived experiences of the subalterned students and schools’ impact on their identity formation were used to investigate ways to counter the production of a violent culture. In-depth interviews and focus group discussions with art-based activity are used to gather the experiences of current students from six schools and former students in three conflict-affected regions of the country. Using postcolonial theory, this study highlights that student empowerment through identity formation and elements that were previously used to propagate violence and extremism can be effectively harnessed to foster a nonviolent culture in schools. The study concludes by showing that the identified factors that aided participants to overcome violent tendencies must incorporate an active notion of advocating a decolonial peacebuilding program in schools that considers the subaltern’s identities and culture.

摘要

面临冲突的学生实施校园暴力的风险增加。对于在菲律宾棉兰老岛经历战争的年轻人来说，克服暴力可能特别具有挑战性，因为随着时间的推移，这种行为已经融入了他们的后殖民文化。这些学生受冲突影响最大，容易受到相互竞争的政治实体的影响；因此，在本研究中，他们被确定为次级。一项现象学研究的数据侧重于下级学生的生活经历以及学校对其身份形成的影响，这些数据被用于调查对抗暴力文化产生的方法。深度访谈和基于艺术的活动的焦点小组讨论被用来收集来自该国三个受冲突影响地区的六所学校的在校学生和以前的学生的经验。本研究利用后殖民理论强调，通过身份形成和以前用于传播暴力和极端主义的元素赋予学生权力，可以有效地利用这些元素在学校培养非暴力文化。该研究最后表明，帮助参与者克服暴力倾向的已确定因素必须纳入一个积极的概念，即在学校中倡导非殖民性建设和平计划，考虑下属的身份和文化。本研究强调，通过身份形成和以前用来传播暴力和极端主义的元素赋予学生权力，可以有效地在学校培养非暴力文化。该研究最后表明，帮助参与者克服暴力倾向的已确定因素必须纳入一个积极的概念，即在学校中倡导非殖民性建设和平计划，考虑下属的身份和文化。本研究强调，通过身份形成和以前用来传播暴力和极端主义的元素赋予学生权力，可以有效地在学校培养非暴力文化。该研究最后表明，帮助参与者克服暴力倾向的已确定因素必须纳入一个积极的概念，即在学校中倡导非殖民性建设和平计划，考虑下属的身份和文化。