The First Step in Caring for Returnees

Fog started to creep in from a cafe on Heaven street, covering a portion overlooking Mindanao State University (MSU) in Marawi City. In the same area, light showers were being felt at Kampo Ranao, a military headquarters where the 12th Civil-Military Operations Battalion (CMOBn) was based. Both places were eerily quiet and cold, and people went on with their daily afternoon schedules. Everything seemed normal, but who would have thought that five (5) years ago, MSU and Kampo Ranao were filled with Internally Displaced Peoples (IDPs) as a result of the intense fighting between government troops and Islamic State-inspired militants and would be known internationally as “The Battle of Marawi” or the “The Siege of Marawi”.

This horrifying incident was recalled by our new Peace Hero Carers from Lanao del Sur and when the topic of resiliency and peacebuilding arose, the conversation eventually stirred from the aftermath of the siege to its impact on the community members. Instead of using the term “fighters” to pertain to the militants, the subject became the “returnees” and how to rehabilitate and reintegrate them peacefully into society.

In June 2022 in Tirana, Albania, the key message was addressed by all the panelists at the Global Conference on Violent Extremism, co-organized by the Global Community Engagement and Resilience Fund (GCERF): “Rehabilitation and reintegration are critical to international efforts to prevent violent extremism”. In the same thread, the Philippines recognizes the need to provide and support a comprehensive aftercare program that allows for the smooth transition of individuals back into their communities as stipulated in its National Action Plan on Preventing and Countering Violent Extremism (NAP P/CVE); hence, Teach Peace Build Peace Movement (TPBPM) pilot test its Aftercare Peace Track (APT) under its Peace Heroes Formation Program (PHFP) to complement government efforts and other civil society organizations (CSOs) in other aspects of rehabilitation and reintegration

The PHFP APT started with a listening session in November 2019 to document the narratives of the returnees that serve as baseline data for an individual or group of people to join a certain group and to understand the correlation of their narratives before, during, and after in the development of their human behavior. Three (3) themes emerged from the series of listening sessions and consultations – Rediscovering Oneself, Restoring Relationships, and Reintegrating Peacefully, which the returnees and their families will undergo to help facilitate their peaceful and harmonious reintegration into their communities. About 50 community (adult and young) leaders, social workers, and uniformed personnel from Lanao del Sur were gathered together to be trained as “Peace Hero Carers” in preparation for the APT program implementation. Warmth filled the cafe and Kampo Ranao as the new Peace Hero carers recalled their APT training journey.

Rediscover Oneself

Sai Morohambsar is a Field Program Officer from the Bangsamoro Youth Commission (BYC). From his years of peacebuilding experience, he cited employment and education as pertinent issues among youth, so they train youth organizations on policy-making and program interventions. He has also met various youth-serving groups handling returnees; thus, part of their work in BYC is to accredit these organizations. He described himself as passionate in his advocacy to empower fellow youth to be the voice of their community. He thought he was already doing great but his APT training journey made him realize that there are still areas he can improve on.

“For almost 3 years na pagiging advocate, parang ang dami ko pa palang lapses na dapat kong marealize sa sarili ko (For almost 3 years of being an advocate, I realized that I have a lot of lapses). For example, lagi tayong nagsasalita to empower the youth pero ang dami pa palang dapat matutunan sa sa pag-cocommunicate peacefully (For example, I always talk about empowering the youth but the truth is, I still have to learn more about being able to communicate peacefully).”

The restorative chat session made him rediscover himself and become more sincere and genuine in his speaking engagements with his fellow youth. He became more mindful in his verbal and non-verbal communication and noted that this is also very useful in communicating with returnees.

Restore Relationships

Sergeant Sai Abdur Rahman Pandapatan, is a Muslim, Maranao and a member of the 12 Civil Military Operations Battalion of the Philippine Army. Serving the military for 14 years, he has engaged far-flung communities and witnessed that government interventions were inaccessible. He recognizes that this can lead to frustration and can be a push factor for community members to join extremist groups once the latter capitalizes on these negative emotions. He also witnessed the effects of the Marawi Siege on the families of returnees and victims during his 5-year deployment in the Municipality of Butig. He noticed that there are fellow Maranaos who are afraid and triggered as the Armed Forces of the Philippines were being blamed for the escalation and bombings that happened during the siege and the destruction of their homes and heritage. It is a daunting challenge how to restore the relationship between the local community and the state.

For Sgt. Pandapatan, his mission was straightforward, but his APT training journey made him perceive his mission differently. He realized that he has to do introspection to be more effective in his tasks and duties.

“Pero ang tumatak talaga sa akin, nandoon kami sa community, nilulutas namin ang problema nila. Pero ikaw sa sarili mo, mayroon ka ring problema, na dapat pala unahin ang sarili at pamilya. Kami na nilulutas ang problema ng iba tapos sa sarili namin hindi namin maayos, syempre paano ka magiging effective kung problemado ka, wala kang gana magtrabaho.”

(English translation: My key takeaway from the training is this: We go to communities to solve their problems, but I realize that I, too, have so many personal problems. I realize that I should learn how to resolve my own conflict situations first before I can be effective in offering solutions to other people’s problems. I also realized that it will negatively impact my work performance and my relationship with my colleagues.)

From these realizations, he is keen to perform his duties better by recognizing first his own psychological, social, and emotional needs. He intends to rebuild new and better relationships through his identities as a Muslim, as a Maranao, and as a member of the AFP. Apart from this, he is also determined to be the bridge between the returnees, the locals, and the state. He is hopeful that with the use of the APT toolkit, they will eventually have a more peaceful community.

Reintegrate Peacefully

Anuar Maute took a pause as he introduced himself. “I was waiting for your reaction when I told you my last name.” He knew people would raise their eyebrows when they hear that name and would think how he is associated with the Maute brothers who led the siege of Marawi City. He then proceeded to introduce his affiliated organization, Super Lumba, a youth-led volunteer group in Lanao del Sur. A series of livelihood, education, and peace-related training programs for returnees are being implemented by their organization, in collaboration with the local government units. Aside from being a volunteer member of Super Lumba, Anuar is also a TESD Specialist under the Ministry of Basic, Higher, and Technical Education. Their program’s free skills assessment, training certification, and referrals to local school boards for Alternative Learning Systems and further studies are components that Anuar described as contributing to lessening the discrimination against the returnees, especially those who did not have the chance to finish basic or higher education.

Similar to Sai, Anuar has been involved in numerous peacebuilding and education programs, but one of his realizations after undergoing the APT training journey is the importance of valuing the thoughts and acknowledging the emotions of the returnees. Anuar’s experience with intervention programs has always been a rigid and top-down approach.

“What I really appreciate is that the modules are returnees-centered. It’s more about themselves and not what we think they should learn.”

With the help of the PHFP APT Toolkit, Anuar also posits that a resilient and peaceful community looks promising.

Sai Morohambsar, Sergeant Sai Abdur Rahman Pandapatan, and Anuar Maute, three stories, three diverse backgrounds, but with one realization in their Aftercare Peace Track journey. Their training journey which starts from rediscovering themselves made them realize their own biases, lapses, and areas for improvement, and to give importance to their thoughts and feelings as these can affect their actions and in building relationships with others. On reintegrating peacefully, they realized that programs and interventions must be centered on compassion and empathy, and this is a critical component of a holistic aftercare program through peace education.

From the stories that were shared, it is very significant to note that for our APT Program to be successful, our carers have to discern the importance of having the right mindset and values to handle returnees. And we hope to continue this journey by sharing this first step with others so we can all journey together towards having an empathetic and compassionate caring community for every returnee and their families.

Leading Change: The Story of Amer Kuday

Amer Kuday is a 13-year-old boy currently studying in Taguig, Metro Manila. He is Maguindanaoan and a proud and devoted Muslim. He was born in Jeddah, Saudi Arabia, but was raised in Southern Philippines. Amer’s father has told him countless stories of the war that he has lived through, stories of young children holding weapons because, for them, it was the only way to defend or protect themselves. Amer dreamed and he thought, “Paano ko kaya sila matutulungan?”

Amer’s father relocated them to Maharlika Village, Taguig, Metro Manila’s most prominent Muslim community, to protect his family and secure a better life.

Little did he know that his son would still be haunted by the war they so desperately ran away from.

Before, Amer was bullied by his classmates.

You are from Mindanao, right? You’re poor. What do you even know?

(Galing ka ng Mindanao di ba? Mahirap lang kayo. Ano ba’ng alam mo?)

Prejudice branded Amer as poor and needy despite being from a family of enough means and ignorant despite being able to attend school. It was a struggle for him, constantly dreading what his classmates would think, see, and say about him.

Amer thought he would never make friends; Lagi siyang nahihiya, kinakabahan at natatakot. The bullying extended to his religious beliefs. At the time of the siege of Marawi City in 2017, Amer experienced the worst of it all. His classmates made him feel like he was a bad person. “Galing ka ng Mindanao di ba? Marami kayong mga Muslim doon, di ba? Masasama ang mga tao doon. Nakakatakot sa lugar ninyo.”

You are from Mindanao, right? Most of you are Muslims, right? Your place is so scary; most of you are terrorists.

To cope, Amer kept repeating that he did not participate in the siege, that his family was not part of it, he was not part of it. He could not understand why his classmates and neighbors also thought of him and his family as a perpetrator. It was all over the news, his Facebook feed, and other social media pages. He kept wondering why people were doing this to them when all his family ever wanted was to be away from the war happening in their hometown.

Knowing what it feels like to be bullied and discriminated against and feeling helpless and hopeless. Amer became interested in the Peace Heroes Formation Program of the Teach Peace Build Peace Movement (TPBPM). This program was introduced at his school in October 2021. At first, Amer only wanted to be in a quiet space, away from his classmates who bullied him and far from those who looked down on him and his fellow Muslims. The isolation was what he thought peace to be.

But, the program gave him a different perspective that …

“Peace means being calm inside in the midst of conflict around us.

Kapayapaan na nagmumula sa ating mga sarili kahit ang gulo-gulo na ng ating paligid.

Amer wanted to understand and witness this idea of peace.

Initially, Amer was scared that if he introduced himself as a Muslim during the sessions, he would be bullied again, but his friends, who were also part of the program, encouraged him; and he gradually became more comfortable. He learned mindfulness and meditation and made a habit out of it.

It has helped him deal with his emotions better. He says that he has learned how to stay calm instead of being angry when confronted with negativities. He is treated equally and fairly Within the group with his fellow peace heroes; they find no judgment in what he wears, eats, or prays. They listen to what he shares with them. He has understood bullying and discrimination – why people do it and how to deal with them. He has learned to practice peaceful communication and show respect, love, and compassion for others.

Amer says he has started to dream again and hopes that no other child goes through the bullying and discrimination he went through.

From not believing that peace can be achieved and that he can contribute to building peace in his school and community, Amer now believes that the presence of peace should be around us – in social media, in our homes, schools, district, and most importantly, from within. He firmly believes that every child deserves a peaceful community. His siblings and his friends deserve it; even those who bully and discriminate against him earn it.

He now believes that he has a voice even as a child and that he can build a culture of peace in his own ways and spheres of influence.

Amer is a student and a dreamer. Amer is a Peace Hero. He is part of our Community of Peace Heroes

and a Peace Hero Kids Network member.

The story of Amer shows us that children from a conflict-affected area migrating to Metro Manila still cannot escape from the wounds caused by war, recruitment by violent groups, nor be engaged with negative influences. His story and every story of our children and youth in the Peace Heroes Formation Program showed us the importance of looking into the personal and psychological dimension of protecting our children, preventing them from joining violent groups, and committing acts that can harm themselves. We do this alongside teaching them peaceful ways and non-violent solutions to the existing challenges in their communities.

Teaching Peace Starts at Home: The Story of Marjo Bashiron

Marjo Bashiron is a mother from Ramain, Lanao del Sur. She grew up in a home or family involved in a family feud (rido). In these situations, she narrates that male members of her family are restricted from going out of their houses because of death threats and risks; thus, the female members have to do chores and responsibilities that require them to go out. Most of the members are also vigilant when they are outside. For instance, when they are on motorcycles, they must examine their environment as they are afraid of getting shot anytime.

Rido refers to a state of recurring hostilities between families and kinship groups characterized by a series of retaliatory acts of violence carried out to avenge a perceived injustice. One of its causes is it affects the physical, mental, and moral character of the involved person due to the terror of retaliatory acts of violence. In the narrative of Marjo, because of restricted mobility and mounting risks of death threats, they often feel isolated and excluded. These can be worrisome when unaddressed as they contribute to the push factors where individuals join violent extremist groups.

When Marjo became part of the program, she was very relieved because of the sense of community she experienced. Before, she was hesitant and afraid of talking with other people because of her family’s rido problems, but the frequent conduct of the sessions improved her confidence in engaging with other parents. She got the opportunity to know them. One of her realizations, during the peaceful parenting session, is that most parents resonate with what she is going through. Marjo knows what kind of conflict surrounds them and she is determined that her children will not undergo the same experience she had; thus, she is incredibly happy to be a learner of the peace education sessions, together with her child who is also part of the Peace Hero Kids Ambassadors program. She commends this holistic approach because she and her child understand the learnings and values together and undergo the same journey of making peace as a way of life.

Another significant realization that she has is her significant role as a parent. First, parents guide their children to do acts of goodness and kindness to others. Second, parents must emanate the sense of belongingness and love that their children are looking for. Lastly, parents serve as their children’s first teachers and their homes as their first schools.

As a mother, she emphasized her role to nurture her children’s positive values so that they will grow up treating others with compassion and understanding. Her narratives complement the Global Counterterrorism Forum’s (GCTF) recommendation of informing and empowering mothers to play a significant prevention role in violent extremism. GCTF also posits that families, as a conduit of cultures and beliefs, can play a significant role in shaping attitudes towards non-violence; hence, the need to prioritise and strengthen family-based programs.

Marjo also notes that learning about her children’s developmental stages, peaceful communication, and love languages were extremely helpful in being effective in her various roles as a parent. Apart from her change of mindset about her role as a parent, she also realized that this role extends outside their homes. As parents, they can also affect positive change in their schools and communities. Before, her feeling of isolation from the community due to family feuds made her passive in community engagements. She thought “it is what it is.” Now, she becomes very active in school – participating in and leading school activities.

“I believe that tolerating violence at home and in communities will lead us wayward in achieving peace and development; hence, we must act to prevent violence and manage conflicts so that our children will not experience isolation, exclusion, and constant fear.”

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