PEACE HERO KIDS – Teach Peace Build Peace Movement

Small steps towards non-violence, Big steps for Culture of Peace: The Story of the Barimbingan Children

The Peace Hero Kids and Artists for Peace from Barimbingan Ditsaan, Ramain are Yaslani or “Nusqa,” Ryan, Abdul Qahar or “Bitoy,” Ismail or “Maki,” Janary or “Jana,” and Norjanah or “Jiya. Barimbingan is a locality in Lanao del Sur and situated nearby to the localities Pagalungan and Marawi. These children and their families witnessed the Marawi Siege, were exposed to the persisting family feuds or Rido in their community, and were subject to bullying in their schools.

Although the Marawi Siege happened six years ago, these children can still recall the simultaneous explosion of bombs and the exchange of gunfire. It negatively impacted both their way of life and their academic performance, being accustomed to the blasts as they occur every day for a month.

“It was so loud and scary at first, but for the past months of siege, it’s like we learn how those blasts became normal to us. We take it like a firework for us not to be shocked. But I can’t forget the struggle of my parents to buy our food to eat at that time. They told us that prices are high even in Ramain; people from Marawi buy foods in their place to survive the day.”
– Nusqa

Children are regarded as one of the most vulnerable groups in any armed conflict situation. Like youth, children can become passive victims or violent offenders because of misguidance. There are numerous stories of the Marawi Siege wherein children between the ages of 7 and 12 express interest in joining ISIS or the ISIS-inspired group because they were exposed to violence. Therefore, it is essential to offer these children the necessary intervention so they will realize their potential for nonviolence and peace. This backs up Erik Erikson’s psychosocial development theory that children are already searching for their sense of self and personal identity, purpose, and sense of belongingness between the ages of 12 and 19 through an intense exploration of personal values, beliefs, and goals.

Teach Peace Build Peace Movement (TPBPM) strongly believe in the importance of teaching peace in a child’s formative years, and by introducing the peace hero principle and the role of the arts in engaging their young minds in peacebuilding. These teachings can help develop their inner peace. Also, by managing negative emotions and their struggles, they will be equipped to build peaceful relationships amidst conflict in their environment.

Although I am just five years old, I can’t forget how our life was so difficult at that time; we had to secure our food for weeks because we were not sure where to get any more since people from other areas were buying here in Barimbingan.”
– Jannah

Before joining Peace Hero Kids Ambassadors Program and Artist for Peace Mentoring Sessions, the Barimbingan children regarded themselves as lacking awareness of the importance of peace in their lives. They mentioned the presence of bullying situations in their school wherein some initiated fights and some were victims. This is worrisome for most children as bullying can lead to Rido. As parents or family members of both ‘victims’ involve themselves in the bullying situations of their children, they tend to become hostile toward each other.

Since the neighborhood in Barimbingan is all in the same family line of relatives, some parents bypass the teachers and school administrator in reporting bullying incidents and will go directly to the family.

“Before, my parents took it personally and had a grudge against my classmate’s family because of a fight. In our minds, we know we can reconcile as kids, but when our parents discover that we are involved in a fight, it can lead to conflict between adults.”
– Bitoy

The lessons about conflict resolution and managing emotions helped Barimbingan children understand that bullying and the siege can be prevented. They learned that conflicts are not something you ignore or be indifferent to as they can do something to avoid violent conflict – like being a role model to fellow children, forming peaceful habits, and helping their household. Their learning gave them a sense of responsibility that paved the way for kids to build their self-esteem. Being responsible builds independence, which grows because of making choices, getting help with daily routines, and gaining control over their own life (Zoromski, 2017).

“Even until now, I got the habit of helping with chores in our homes, I made my mother smile, and she’s proud that she can see how peace sessions changed me.”

As these children learned about peace heroism, they now posit that bullying is a harmful act that mistreats others and promotes violence. They have realized that it must be stopped and resort to reconciliation should bullying happen again to them or other kids. As Peace Hero Kid Ambassadors, they have understood a peaceful and positive response to conflict.

In summary, the Barimbingan children were exposed to the violent conflict before the Marawi Siege. As these conflicts become part of their “normal” environment, there is a higher probability of becoming perpetrators in their adult life. Human interaction inevitably involves conflict, which we may experience at a young age, such as in the case of Barimbingan children. Disputes in a community or at a school involve disagreements, arguments, and physical violence; thus, children should start learning how to handle conflict. The earlier they can manage it, the sooner they can cultivate a strong self-awareness.

Instilling the peace hero principle and showing the role of art in building a Culture of Peace, our Barimbingan children understand the importance of non-violence to themselves and their community. Allowing children to have a sense of responsibility and introducing peaceful habits can redirect them to safe spaces and violent extremist ideologies.

June 12, 2023 / by Peace Hero

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.

June 12, 2023 / by Sheyna Delos Reyes

Small Steps In Peace: A testimony from little Adzam

“… I throw the trash away, I sweep the floor, and now, my teacher can even ask me to go up the board and answer in front of the class.” This is what Adzam, 12 years old, said when asked about the changes he observed since joining the Teach Peace Build Peace Movement’s peace education sessions. He ignored those simple tasks back when he was still, as he described himself, “stubborn”. But now, Adzam sees himself as more obedient and diligent in and out of their home.

Adzam shared having one particular friend who he partners with to clean their classroom after school. He described his friend as having a good heart telling us about how he would offer to lend his pen during class or share his food with others.

At such a young age, Adzam went beyond just learning the importance of these little acts of peace. He is also putting them into practice. It often gives him positive feelings not for but from doing good deeds.

With joy and pride in his eyes, Adzam recalled how happy his parents were since he started showing positive changes in his behavior and recounted the times he peacefully heeded their guidance. This makes him genuinely happy, both as a son and as a Peace Hero.

“If not for TPBPM, I wouldn’t be a Peace Hero.” Adzam felt that he would not learn about the virtues of doing good if not for the peace education sessions he attended.

Little did he know that peace has always been inside him; the sessions just served as a tool to let the inherent good in him manifest. Adzam’s transformation, together with the other children who have undergone TPBPM’s Peace Education Program, is a testament to how Peace Education has contributed to these children’s cognitive, emotional, and interpersonal skills which in turn, resulted to positive behavioral transformation.

Adzam’s testimony of how transformative peaceful actions can be is truly inspiring. Take it from a child who continuously strives to lead by example.

“I learned to play, draw, and color.” As small as these may be, Adzam went on to learn beyond his years. Next time we think of grand ways to teach our kids peace, we might want to consider starting small. After all, one small step leads to another.

PEACE HEROES FORMATION PROGRAM

The Peace Heroes Formation (PHF) Program provides a holistic approach to Peace Education by incorporating Conflict Prevention, Conflict Transformation, and Proactive Citizenship Peace Building. It was designed to apply creative and innovative ways and approaches in teaching about knowledge, skills, attitudes, values, and behavior towards a Culture of Peace. It aims to bring about behavior change that prevents the transformation of conflict into violence and war. This program also hopes to show the relevance of Peace Education in our society, and be able to contribute to ways on how to institutionalize educating schools and communities on the art of peaceful living. TPBPM utilizes existing social structures such as family, school, and communities as the primary niche in nurturing the heart of a child to be a Peace Hero.

Get to know more about this program:

October 30, 2019 / by TROJAN TROY PABICO

Being a peace hero starts with the little things

A warzone is also the last place you’d want to raise a child in.

For the students and teachers of Tatak Elementary in Mamasapano just a few years ago, and the chance of a bomb dropping was their normal. Living in constant fear of getting hit by a stray bullet is not how any person should live, but the residents of that area have no choice but to endure.

While this environment of war and conflict can be a traumatic experience for anyone regardless of age, it is the children who are most likely to be affected.

King Paris Ambolodto, a student from Tatak, recalls that time sadly: “Dati pag may bomba kaya di nakakapagaral dahil natatakot ang mga teachers sa school, at natakot matamaan ng ligaw na bala.”

(Before when there were bombs, we couldn’t study because our teachers were scared. They were scared of getting hit by stray bullets.)

King Paris is just one of the many students who have undergone Teach Peace Build Peace’s Peace Heroes Formation Program. The program aims to use creative and innovative ways to teach and build a culture of peace in these conflict areas.

These sessions don’t attempt to address war head on – instead, they use existing social structures, such as family and school to nurture loving hearts and spread the importance of peace in our everyday lives. Usually, this begins within the classroom, with lessons that explain why fighting is bad, and why kindness and respect for one another is needed to keep the peace.

At school, King Paris used to participate in playful fights with his classmates that sometimes wouldn’t end well. “May napipikon sa classmate, may umiiyak,” he says.

(Some of my classmates end up easily angered by the jokes and eventually cry.)

After attending the formation sessions, King Paris says that he learned to be friendlier to his friends and family, avoiding any kind of fighting. He even extends kindness to others, volunteering to clean up after class and even bringing food to his lola (grandma) who lives nearby. Sometimes, he helps his mother wash clothes.

While it is difficult to control the situations in which these children are brought up, teaching them to become peace heroes is one way to prevent the transformation of conflict into violence and war.

PEACE HEROES FORMATION PROGRAM

Get to know more about this program:

October 30, 2019 / by GABY GLORIA

Weaving Words For Peace

It was the innocent look and the genuine smile on his face that will make anyone wonder, “Has this child ever experienced violence in his life?” Most people would probably think “probably not” just by looking at him and hearing him talk.

Bu Jalal Hamdanie, one of the 36 participants of the Artists for Peace Mentoring Workshop, has been through worse and he’s only 12 years old. Having fled Marawi when the siege broke out, Jalal saw dead bodies lying around. Struggling to describe the horror he witnessed, you can’t help but wonder how this child manages to remain optimistic about peace after what he’s seen and experienced. You can only admire this child’s innocence and zest for life.

To hear Jamal speak of peace will make you hopeful: if this child, someone who’s seen war firsthand, still believes in peace then, anyone of us must do so.

It wasn’t just surviving the Marawi siege that makes Jamal a true peace hero, it was also his everyday struggle to continue going to school despite scarce resources. His father, a farmer, and his mother, a housewife, struggle to make both ends meet. Jamal is also bullied in school because of his socio-economic status. “ I am bullied because I don’t have money to pay for my tuition. I don’t even have a bag. People tell me I’m poor.”

But Jamal is persistent. He acts as class president in his school and has dreams bigger than life.

Luckily, Jamal has a sibling who tirelessly helps them in their household needs. One can only hope that this child be provided with the opportunity to finish school because every child deserves a beautiful life.

As a participant to the program, Jamal promised to use his love for poetry in advocating for peace. He shared how the poetry writing session during the program helped him express himself. “You can express your problems through poetry,” he said. By weaving words, Jamal is also weaving strands of peace within himself, and that is more than enough to make him feel better.

He committed to share everything he learned to his family and schoolmates. More than that, he promised to be more loving, helpful, and cooperative. “I will start with myself,” a promise so simple yet so profound; a promise, when fulfilled, can have an immense impact in Jamal’s community.

The Artists for Peace Mentoring Workshop was created by Teach Peace Build Peace Movement (TPBPM) for the Pathways for iCOPE Program. This was co-organized with Save the Children in partnership with Plan International and other members of the Pathways for iCOPE Program consortium to achieve a sustainable positive engagement, collaboration and convergence of key actors and stakeholders in providing and supporting conflict-sensitive quality basic education services and protection.

June 4, 2019 / by JANESSA TEKING

When Art Meets Peace

What happens when art and peace intersect at one point? They form a more beautiful way to look at the world.

For Mojib Ampuan Launte, a student from Sultan Alauya Elementary School and a participant at the recently held Artists for Peace Mentoring Workshop, a visual arts session inspired him more to become a peace hero.

With neglected buildings as a common sight back in his hometown at Buadi Oloc, Ditsaan-Ramain, Lanao Del Sur, he hopes to restore them back to beauty by painting a big “I Am a Peace Hero” sign.

When asked what peace is for him, he shared, “It’s a way for people to see goodness.” And for a creative person like him, “Art is a good way to do it.”

Through the different creative sessions during the program, Mojib realized that peace is not the absence of war. Rather, it’s a way of life, and he sees it as a more beautiful concept now that he has learned more about it.

As he and his fellow participants embarked on their journey back home, he promised to help and respect others, knowing that by doing so, he’s contributing to making this world a more peaceful place to live in. “I will be respectful and kind,” he committed.

The Artists for Peace Mentoring Workshop dubbed as Peace Begins with Us: Our Peace, Our Pledge to Create a Peaceful Community is a mentoring workshop to show children and young people how art can be used in advocating for peace. This was developed by Teach Peace Build Peace Movement (TPBPM) for Pathways for Integrated and Inclusive Conflict-Sensitive Protection and Education for Children in Mindanao (iCOPE) Program, co-organized with Save the Children in partnership with Plan International and other members of the consortium.

ABOUT ARTISTS FOR PEACE MENTORING WORKSHOP

The workshop was attended by a very diverse group, coming from different faiths and ages with various talents coming together to collaborate on how art can be a medium in advocating for peace. The mentees will be taught on how they can use art in creating awareness about how having peace with oneself can contribute to peace with others and how our peaceful thoughts and actions can create a ripple effect to having peaceful communities. The mentees shall undergo sessions that will also make them reflect on what sparks peace and joy to them, and what they can do to help create a peaceful community. Other group activities also promote social skills with an emphasis on the importance of peaceful co-existence and how everyone can be ‘peace heroes’ in their own ways.

ABOUT PATHWAYS FOR ICOPE PROGRAM:

Save the Children, in partnership with Plan International, is implementing a program called Pathways for Integrated and Inclusive Conflict-Sensitive Protection and Education for Children in Mindanao (iCOPE). This program aims to achieve a sustainable positive engagement, collaboration, and convergence of key actors and stakeholders in providing and supporting conflict-sensitive quality basic education services and protection.

As part of ICOPE Program, Teach Peace Build Peace Movement’s (TPBPM) Peace Heroes Formation Program (PHFP), formerly called Schools and Communities of Peace Heroes Formation Program will be introduced for the purpose of helping schools institutionalize Peace Education to nurture a Culture of Peace and Resiliency amongst children with the whole school community being involved.

April 12, 2019 / by JANESSA TEKING

Learning to Speak the Language of Peace

“Back then, I would lie about cleaning in school. I would tell my teachers and classmates that I was done cleaning already even if I wasn’t. Now I can promise that I will apply everything I learned here and correct all my mistakes from the past,” shared Shahanie Usman, a student from Matampay Elementary School, one of the 36 participants at the Artists for Peace Mentoring Workshop. “The Artists for Peace Mentoring Workshop dubbed as Peace Begins with Us: Our Peace, Our Pledge to Create a Peaceful Community provides a creative venue and dialogue where children and youth shall experience a platform of exchange, sharing of stories and a reflection and expression of their desire for peace, in the midst of issues they have been facing in their lives,” as shared by the Teach Peace Build Peace Movement (TPBPM) Founder, Bai Rohaniza Sumndad-Usman. “This is a mentoring workshop to show children and young people how art can be used in advocating for peace,” she added.

Such is the impact of peace education to her: a young child from Marawi City vowing to become a better person in her own little ways. As a participant of the program, Shahanie felt that she could contribute in creating a more peaceful Mindanao by starting in her community and at her school. Citing rido and men’s disrespect for women as issues she commonly observes back home, Shahanie underlined the importance of knowing how to communicate in a peaceful way.

Her most important learning? “Respect other people.” Because for her, peace can be attained by not contributing to conflict. “Avoid it or help find ways to resolve it,” she said.

Shahanie also shared that through the program, she and her fellow participants have learned to become charismatic servant leaders. She felt the need to spread what she learned starting with communicating using the language of peace.

“When someone asks me if he can borrow my phone, I will not tell him I don’t have one. Instead, I will say, ‘I will help you find one’.” This is just one of her practical examples of how she will communicate with a peaceful intention.

Although she felt sad that the program has finally come to a close, she was grateful to have the opportunity to meet new friends and learn more about peace. “Peace education is very important for me because I learned a lot from here, which I will bring with me even when I’m done with school,” she promised.

ABOUT PATHWAYS FOR ICOPE PROGRAM

April 12, 2019 / by JANESSA TEKING

On giving back: Rendering narratives of peace

“TPBPM has been a huge part of my identity. It helped me find other means of service, and to use my experiences and skills for something bigger. I’m happy to do things that fill my heart, and I know I’m doing something for kids, one that is rooted from my own experience.”

—

Adversity prepares ordinary people for an extraordinary destiny. Sometimes the toughest times often lead to the greatest moments in life. In times of adversity, these costly learning experiences shape who we are and what drives us to move forward.

Racquel Correa, member of the Assessment, Monitoring, Evaluation and Reporting (AMER) Team and Training Team of the Teach Peace Build Peace Movement (TPBPM), transformed unfortunate events in her life into meaningful and purposeful actions. When she was young, she felt anxious and aloof most of the time. She was resentful towards some of her teachers because of distressful interactions with school authorities. When she was young, she wanted to join a national film-making competition for children. She asked for the school’s approval to participate in the competition. However, with the approval came hurtful and discouraging remarks from school authorities because her chosen subject was deemed sensitive. This led to her distrust of teachers and authorities. Eventually, she was one of the two winners who won the video competition out of hundreds of entries in the country.

Racquel grew up with disbelief and disappointment in the education system of the Philippines. There was a time when she had given up her faith on peaceful, enabling and safe classrooms for children. She grew up doing things out of responsibility for others, weighing her actions with a firm sense of right and wrong, but never anticipated to be moved by passion.

Life of Twists and Turns

In December 2016, one of her closest friends and active volunteers of TPBPM, Tajallih Basman, invited her to facilitate at the Formation Session for Teachers. Out of curiosity, she decided to join the program. At first, she was worried because everyone looked so close together and she didn’t know if she would fit in. To her surprise, the team warmly welcomed her and made her feel like a member of the family.

During the Formation Session, her first experience as an AMER volunteer was memorable. Dr. Almuhaimin Usman, Team Leader of AMER Team trusted her to draft the Peace Development Plan for teachers, which is now being used and localized by different TPBPM partner schools. “TPBPM trusted me with creating the plan. I was new then and had little knowledge of peace. My knowledge was limited only to what I heard during the talks and from some books back when I was doing fieldwork in college. That’s why I felt overwhelmed. But now, I can see the impact of creating that simple draft and its implementation,“ Racquel shared.

On the last night of the Formation Session for Teachers, she cried immensely because of overwhelming emotion and the earnest dedication of teachers from conflict-affected schools in Maguindanao. She also expressed her appreciation and awe for the tireless work of the teachers towards peace education in Mindanao.

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“I never expected that I would be part of Teach Peace. I also did not expect to encounter teachers that were kindhearted in their very nature. To meet them during the Formation Session in Antipolo was amazing. To hear their narratives and learn from their wisdom was an even greater experience. I wish more people knew the efforts and unsung sacrifices they make to teach the children and youth in Mindanao. If only more people knew, more people would come to realize the value and need for peace education, and that it is indeed possible,” Racquel said.

Her first involvement with TPBPM changed her perspective on peace and development. Right then and there, her peace journey had just started.

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Unforeseen Roots and Challenges

Of parallel experiences

Racquel’s commitment to building a culture of peace became stronger through experience. As a volunteer, she travels to conflict and non-conflict communities of TPBPM to conduct assessments, and to facilitate peace education sessions with children, parents, teachers, and soldiers. “Volunteering with my TPBPM family enabled me to learn the narratives of the people, to put faces to what we seldom know about soldiers, teachers, and indigenous peoples. It’s a rare chance to debunk misconceptions and stereotypes, a way to put real faces and personalities to facts and data we would only see on paper,” she said.

Ultimately, her involvement led her to become part of the School and Communities of Peace Heroes Formation (SCPHF) Program, one of the pilot programs of TPBPM which aims to build a culture of peace in communities and to make every child a peace-builder. Throughout her SCPHF Program journey, Racquel became close to one of the children benefiting from the program. During her assessment interview with the child, she found out that children in the community were purportedly suffering from corporal punishment by one of their teachers. From a young age, these children had experienced spanking and had objects thrown at them whenever their teacher was displeased.

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Kuya Taj, Ate Racquel, Ate Caith and Kuya Japhet with the peace hero kids of Sapang Uwak during the PEACE FAIR last August 2017.

On a personal level, Racquel understood the uneasiness of studying in hostile environments. Her encounter with this child made her more compassionate and eager to advocate for safer and peaceful classrooms. “Children deserve a safe and peaceful environment to learn and to develop their full potential. It’s these kinds of learning spaces that can make or break a child’s willingness to learn.”

She went back to the community and conducted post assessments of the SCPHF Program. After the assessment, significant and noticeable changes were experienced by the children, teachers, and parents. The SCPHF Program has impacted the community. More students are now consistently attending school. Children who were distant before, are now more sociable and confident. Parents and children, including their teachers, have witnessed stronger relationships amongst themselves in the community. But most importantly, the habit of inflicting physical punishment on young children in school had stopped.

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Ate Racquel during the Youth Peace Tables-Visayas.

Hearing the humbling narratives of people from the community helped Racquel gain a deeper understanding of the relevance and value of what TPBPM is doing. “From that experience, I realized that everything we do has a chain effect on people. We were able to change something that was close to my heart and childhood. It’s surprising that we may unknowingly be changing the lives of some people. It makes me more grounded and more appreciative of my role as a human being. These changes may be in the form of small habits, but from these small habits we can gradually change attitudes and mindsets,” she added.

Racquel also joined peace journey sessions at the Civil Military Operations School in Taguig. Her experience of facilitating a session with soldiers changed her perspective of them. Initially, she thought soldiers were conditioned to be emotionless individuals who were tasked to defend the country and to maintain a sense of order. Knowing their stories and motivations for joining the military helped her realize that soldiers are more than what we know them to be. They have nothing but an intense sense of duty and resilient dedication to serve others. They come from different backgrounds, some of which we seldom know, such as soldiers who were teachers before they entered the military.

Conveying Peace

Racquel believes peace is essential to development. Peace has been part of her life. For Racquel, standing by peace and actively living by it, have been a process. One of the challenges that Racquel encounters is changing the mindsets of people from the limiting definition that peace is merely the absence of conflict. She firmly stands and willingly explains to them that peace is what facilitates development in communities.

“Development is not only limited to providing people with their basic needs, but it should also be human-centered and peace-centered. I had a micro understanding then. But seeing the situation firsthand and reflecting on the dynamics in partner communities helped me realized that peace is essential in bringing basic needs for instance: education, jobs, even infrastructure, to the people who need these the most. Imagine a school or community affected by war and conflict, with limited opportunities and no safe spaces to study. We would only be able to optimally reach them if there were peace; if the parents, teachers, and children themselves understand peace. Peace is ensuring we have a safe and enabling environment for people to reach their full potential,” Racquel shared.

In Hindsight

When asked to describe her journey with TPBPM in one word, Racquel said it is immeasurable. She shared that Bai Rohaniza Sumndad-Usman, TPBPM’s founder, taught her how to manage her emotions, cultivate inner peace, and to better relate with other people. “The things I learned from TPBPM and Ate Honey are the kind of things you won’t find in any books or learn in the classroom,” she said.

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Ate Racquel with TPBPM Founder Bai Rohaniza Sumndad-Usman and Ate Ivy of the Management Team

Racquel’s experience being in TPBPM’s AMER Team is more than just writing reports, conducting interviews and researches, or making evaluation papers. It is knowing the stories of people living in these communities and telling their stories to build a culture of peace. Racquel dreams for Filipino children to have a safer and more enabling environment to go to, and for partner schools and communities to actively work together as advocates for peace education.

May 16, 2018 / by MICHELLE CLEMENTE

Building a Peaceful Home: A Parents for Peace Reflection

Before I became a Parent Ambassador last 2016 I already knew TPBPM because my eldest daughter is actively engaged with the organization’s programs but when I was selected to be part of the Parent’s Formation Session and SCPHFP as a whole, all I thought was for it to be a simple parenting seminar. When I first attended, I just told myself that it is for compliance; but never expected that it will have a significant impact in my life – personally and in keeping my family’s good relationship.

The way I discipline my children and to be a good parent are some of the things that I learned in my SCPHFP Journey. In our house, especially my husband, he practices ‘face the wall’ but during my sessions in SCPHFP, I learned that it is much better to apply the ‘face-to-face’. As a parent and as a human being per se, I am not perfect, and sometimes I can’t avoid giving punishments towards my kids; but I also learned that as much as possible, we need to discipline our child most peacefully and positively.

Based on this context, I learned how to value communication and having a dialogue with my kids. More than giving and sharing about peace to us parents and to our children, you also give happiness. Whenever we talk in our house about TPBPM, all we can remember are good memories, which creates pure and genuine smiles that fill our place. With all the good and happy memories that we have, TPBPM is there. Whenever we have school activities, the organization is always mentioned if you are going to be with us and/or join us. Both Maharlika and TPBPM developed a sense of belongingness, that we are all part of one big family; that no matter who you are – rich or poor, Christian or Muslim, black or white, TPBPM will welcome, embrace and accept you. For my kids, whenever you are here, conducting an activity, my children always go home with a big smile. They share with us what they have learned and what your activity was all about.

“As a parent, I am happy because there is a support system, which helps build my child’s inner peace that I never thought of before. I remember Dr. Usman’s words, that when a child has inner peace which they gained at home, no matter where that child is, s/he will bring it anywhere and will reflect in the way they behave and act.”

For me, while they are young, we need to invest and create that ‘inner peace’ within them. I realized that more than just attending the said sessions and workshops, I came into building better relationships. We in the family are now closer, and my kids are far more open to us. I also always share with other parents that I am a member of TPBPM, and that I am proud to be a Peace Hero and Parent Ambassador.

March 10, 2018 / by MICAH EMILLE VERZOLA

My Piece of Peace: Asnaira Bandang

Asnaira Solaiman | Peace Hero Child Ambassador | Maharlika Elementary School

When I was called and selected to be part of the Peace Heroes Child Ambassadors, I was happy, and I thought that it was just an ordinary seminar where we are only going to listen to someone. But as I entered the room, I felt the excitement and particular kind of happiness because there are a lot of new people – who even mingled and interacted, played and had fun with us. That was the time that I knew that I will have a new ‘ate’ and ‘kuya’, who are the TPBPM’s Volunteers. Up to now, they still inspire and motivate us not just to study well and reach for our dreams, but also make us appreciate the beauty of doing good and its impact for a peaceful world. One of my most unforgettable experiences with TPBPM was when we were asked to close our eyes, and Ate Honey was saying something.

All I felt was peace. Ate Honey made us feel the importance of having peace at that very moment. From the day I became a Peace Hero, TPBPM changed the way I live. I met a lot of new people, friends and even improved my relationship with the school community, like my teachers and other schoolmates. But the most significant change that I had was, I already avoid having conflicts with anyone, and getting mad immediately because I realized that no matter what happens, I need to be patient and I need to accept everyone’s differences. I learned during our sessions that no matter what religion a person belongs to, we need to make friends and accept them.

To other kids, who are also involved in TPBPM’s SCPHFP, I hope that you do not fight with each other. I know you can achieve that if you know how to respect everyone – their identity, religion, beliefs, and faith. Let us always remember that no matter how small or big we think we are, it is essential that we get to help other people in the best way that we can; for peace is about sharing whatever we have to others. Let us always remember all the lessons we gained from being a peace hero child ambassador for all of these can help us build a peaceful community.

March 10, 2018 / by MA. SOTEYA APRYLL TRASADAS

Category: PEACE HERO KIDS