KAPWA: You and I are One Infusing Filipino and Filipino American Content in the Curriculum CONFERENCE PRESENTERS PRESENTERS AND TOPICS: Keynote Speaker: Fr. Albert Alejo, S.J.: Contributions of Indigenous Filipino Concepts to Multi-cultural Education (1) Prof. Patricia Halagao Espiritu: Theorizing from Pain, Passion and Hope: The Development and Effects of a Decolonizing Curriculum This presentation focuses on the theoretical development, implementation and effects of a decolonizing curriculum entitled Pinay Teach. I begin by analyzing my personal story within a decolonization framework and its influence on me as a Filipina American curriculum developer. I discuss growing up with a colonial mentality, rediscovering my roots and redirecting these pains of self-denigration positively toward the development of Pinay Teach, a transformative curriculum that empowered college students to teach a multicultural curriculum that focused on Filipino history and culture to youth. Next, I share findings from a recent survey research study that examined the long-term impact Pinay Teach had on its college student teachers ten years later. The results showed that Pinay Teach served as a tool to decolonize students during and after their experience in the program. Decolonization concepts such as naming our oppression, reflecting critically on the writing and presentation of our history, and taking social action with our knowledge to better the Filipino community were critical components that made Pinay Teach a decolonizing curriculum that emancipated students from their ignorance, empowered them, and ignited a commitment to social change. Based on the results of this research, I provide five recommendations on developing decolonizing curricula and pedagogy, which holds implications on teaching about and to historically colonized ethnic groups like Filipino Americans. (2) "A Century of Challenge and Change: The Filipino American Story."; A Multimedia Filipino American History Curriculum This presentation shares the nation’s only online Filipino American curriculum entitled "A Century of Challenge and Change: The Filipino American Story." Co-sponsored by the Smithsonian Asian Pacific American Program, this online standards-based curriculum provides teachers with the tools to integrate Filipino American subject matter into their classes. Teachers and students are taken on an interactive, multi-media journey to learn about Filipino history and their contributions to the colorful fabric of American society. With a blend of colorful visuals, music, historical photographs, and modern artwork by a Walt Disney Artist, the curriculum is appealing to both students and teachers. Patricia Espiritu Halagao is an Associate Professor of Multicultural Education and Social Studies at the University of Hawaii, Manoa. She is co-founder of Pinay Teach, a transformative multicultural teacher education program that integrates Filipino American history and culture and lead curriculum designer of the nation’s only multimedia and online Filipino American curriculum sponsored by the Smithsonian Institution. Dr. Joan May ("Joanie") Timtiman Cordova: "Grounding Theories" and Contexts for Developing Filipino American Curriculum As a historical context for Filipino educational experiences, my research on U.S. educational programs in the Philippines highlights dynamics of colonization through a "pedagogy of pacification." Then, by combining various theoretical frameworks, I present an original tool for inquiry that juxtaposes Dr. Dorothy L. Cordova’s theory of the "multi-layered Filipino American community" against the lenses of the various systems in Bronfenbrenner’s (1979) ecological model to view as if through a telescope - the micro-macro level influences on students’ lives. Embedded into the macrosystem are both the lenses of "Americanization" as well as the lens of "Decolonization" as described in the work of Dr. Leny Mendoza Strobel (2001). This construct allows one to identify specific populations of Filipino Americans who share similar immigration and/or generational contexts. From reflections on over 30 years of praxis teaching the first Filipino American history section at UC Santa Cruz in 1975, publishing the first Asian American Christian Ed curriculum in the US, and re-conceptualizing curricula in response to unique East Coast contexts, for example I'll also share additional "grounding theories" that emerge as guidelines for research and developing Filipino American curriculum. All my work honors the mentoring by elders from my extended family communities including both the Cordova and Timtiman clans. Dr. Cordova is on the faculty of Drexel University’s School of Education, Philadelphia, PA. Joanie earned a Filipino bilingual credential and M.A. in Multicultural Education from the University of San Francisco and a Doctorate in Education from Harvard University. A professional consultant, curriculum writer, and educator for more than 30 years, she has taught pre-school through doctoral students. Dr. Allyson Tintiangco-Cubales: Decolonizing Pedagogy: Teaching and Learning Filipina/o American Studies With Urban Youth Pinay Educational Partnerships (PEP) is a six-year old service-learning collaborative program between San Francisco State University, the Filipino Community Center, and the San Francisco Unified School District. PEP is located in San Francisco’s Excelsior Neighborhood, which has the largest Filipino community in the entire city and serves students from low-income and working-class families. To address the high drop-out rate and lack of Filipino teachers and content in the curriculum, PEP focuses on the teaching and learning of Filipina/o American Studies. It has created a pipeline where professors/educators train college students to teach Filipina/o American history and experiences to high school students and elementary school students. As part of the pipeline the high school students are also trained by the college students to teach Filipina/o American history to middle school and elementary school students. PEP’s pedagogical practices build on critical pedagogy and critical race pedagogy to engage the students to move toward the notion of decolonization. Dr. Allyson Tintiangco-Cubales was born and raised in the San Francisco Bay Area. She received her Ph.D. in Education from UCLA and she did her undergraduate work in Ethnic Studies at UC Berkeley. She has a wide array of research interests ranging from areas of Education, Community Studies, Women of Color Studies, Pinayism, Pilipina/o American Literature, Film and Performance. She is also interested in studying and creating specified curriculum for youth of color, first-generation and transfer students. She is currently a tenure-track Assistant Professor of Asian American Studies at SF State and the founder and director of PEP, Pinay (Pinay/Pinoy) Educational Partnerships Leo Paz, Ed.D.: The Filipino Language Heritage Learner Curriculum Project Under UCCLLT (The University of California Consortium for Language Learning and Teaching) A year ago, the University of California Consortium for Language Learning and Teaching (UCCLLT) approved a proposal submitted by a group of U.C. teachers of Filipino together with five (5) resource teachers from the San Diego Bay Area High School Districts, City College of San Francisco, and Northern Illinois University. The group worked together for over a year to complete a beginning curriculum for Filipino Heritage Language Learners at the University of California. Samples from the contents of the Heritage Language Curriculum will be presented at this workshop. Leo Paz is currently Chair of Philippine Studies, and Instructor in Foreign Languages (Filipino) at City College of San Francisco. He is also Adjunct Professor in Teacher Education, Bilingual Teacher Credential Program, University of San Francisco. He completed his M.A. in ESL and doctorate in International Multicultural Education, and Bilingual Education Teacher Credential at the University of San Francisco. Christina Chun: Infiltrating the System -Integrating Filipinos Into a Standards-based curriculum This workshop is recommended for high school and middle school English teachers as well as teachers of the Performing Arts (theatre and music). Strategies on how to "sprinkle" an existing, district required curriculum with Filipino history, literature, and culture. Participants will be provided with samples of lesson plans that correlate with the HOLT English Literature textbook, and they will participate in theatre lessons that integrate Filipino culture and art. This is an engaging seminar that requires participants to embody/perform and discuss this learning process. Christina Chun, Fulbright Fellow, is a Filipino-Chinese-American who was born in Oakland, CA and grew up in South Sacramento; Christina has two bachelors degrees in History and English from UC Davis. Christina began teaching Theatre in 1999 with Sacramento START, an after school progam for school-aged kids. In 2002, she became the Site Director of the START program at John Reith Elementary where she became a trainer for program leaders and continued to teach performing arts. In 2005, Christina received her teaching credential in English, and has experience teaching English 9-12, Intro to Theatre, and Advanced Theatre. She is currently teaching 10th grade English, Theatre 1, 2, and 3, and Stage Production at Elk Grove High School. Melissa Ambrose: Using the Philippines as a Case Study for Colonialism and Imperialism. Humanities 9 (English and World History, Culture and Geography) This workshop will focus on using the Philippines as a case study to teach the concepts of colonialism and imperialism. The unit was designed for high school freshmen who are taking a combined English and World History, Culture and Geography class. The workshop will outline the five week unit, highlight several of the resources used, and open discussion on how to design units and lessons on the high school level that incorporate the history of the Philippines. The unit deeply explores the concepts of colonialism and imperialism and is designed to help students critically look at history from various points of view. The resources used go far beyond traditional text book work. The workshop will also cover how to use several excellent Filipino novels for student led literature circles or book clubs. The final piece will present a week long research project on modern issues in the Philippines from the "brain drain" and increase in Overseas Workers, the current plight of indigenous groups, to the extrajudicial killings under the GMA regime. From Melissa: I have been teaching at Oceana High School for nine years. I came into teaching and remain a teacher because I truly believe education is one of the greatest tools for transformation and achieving social justice. I am an out lesbian and have run the school’s GSA (gay, straight alliance) for nine years. I have done much social justice work with my students in my tenure as a teacher including taking students to the ACLU Student Activist Retreat, helping put on regional GSA conferences, taking students on a trip through the south retracing the Civil Rights movement, and creating a nine-week human rights project for all sophomores. I firmly believe that all students must see themselves represented in the curriculum, and I have completely re-written our school’s unit on the Philippines to better meet our students’ needs. Holly Calica: Art Lessons Based on Indigenous Peoples (IPs); in Mindanao A short visual presentation of the 2006 Fulbright Summer Tour for Teachers will highlight the visual arts experienced last summer. Participants will then complete simple art activities that are easily adaptable into the curriculum. One lesson is based on myths from a variety of indigenous tribes in Mindanao; another is based on the unique clothing made by the T'boli people of Lake Sebu. This hands-on workshop will and walk away with an artwork sample ready for their classes. Holly, a Fulbright Fellow, has been a teacher for over 23 years in S.F.U.S.D. She is a third generation Pilipina American. She has taught middle school and elementary art and computers since 1990. She also studies and performs traditional Philippine, African, African Diaspora, and Afro-Brazilian music and dance. A painter and printmaker, she also researches traditional arts abroad. Most importantly, she is a mother of four children and a proud new lola to two grandchildren, Aaliyah Sky and Amaya. Jocyl E. Sacramento and Emma DeGuzman: PINAYISM Jocyl E. Sacramento received her undergraduate degrees in Ethnic Studies and Sociology from the University of California, Riverside,in 2004 and is currently a Masters student in the Asian American Studies Department at San Francisco State University. Emma DeGuzman is a second generation Pinay born and raised in San Diego, California. She currently attends San Francisco State University where she is pursuing her undergraduate degree in Sociology and Asian American Studies. Her interest with community work, especially Pinay issues, began as a sister of Kappa Psi Epsilon; one of the few Pinay sororities in the nation. Her deep love and appreciation for Filipina/o American his/herstory and desire to work with youth drove her to become a PEP teacher. Oscar Penaranda: How to infuse Filipino and Filipino American materials in ESL, Social Studies, and English/Language Arts. This presentation will include guidelines and examples of how to infuse Filipino American Materials in English/Language Arts, Social Studies, and English as a Second language Classes. This will include a list of recommended titles; guidelines on how to critically analyze Filipino and Filipino American literature; recommendations on lesson plans; resource development and how to do community research. Oscar Penaranda is a well-known published poet and story-teller. He is also a master teacher in the New Haven Unified School District. He is a leading advocate for the integration of Filipino and Filipino American materials in K-12 curriculum. Rico Reyes: Filipino American Art and Art History: A Discipline-based Approach This presentation will address the topic of Filipino American Art and Art History, its current research practices and its development. The Worlds In Collision Website will be a featured component in presenting a method of delivery of information to teachers. The course, Filipino American Arts Exploration offered at University of San Francisco will be discussed as an example of course design and lesson planning. California Standards for Visuals Arts will be briefly address and correlated with Filipino American Arts Curriculum. Rico J. Reyes is a video, performance, and installation artist focused on exploring issues of race, ethnicity, Filipino nationalism, religion, sexuality, and popular culture. He is a freelance curator who organized exhibitions for the Fowler Museum of Cultural History at UCLA, The Reynolds Gallery at the University of the Pacific, SOMArts Main Gallery, and the Thacher Gallery at the University of San Francisco. Rico received his BA in Art from the University of California, Berkeley, and his MFA in Art from the University of California, Los Angeles. Prof. Reyes is currently a lecturer at USF, co-teaching Filipino American Arts Exploration: Worlds In Collision. Evelie Delfino Sales Posch: Using Filipino Music and Instruments in the Classroom Evelie will present hands-on activities integrating indigenous and modern musical instruments, traditional and contemporary songs, dances, movement and storytelling from various areas of the Philippines. She will place emphasis on the oral tradition and will share the impact of including Filipino art and music on Filipino students as well as non-Filipino students. Evelie Delfino Sales Posch is a sacred singer, songwriter, and storyteller, whose talents have flourished for more than 35 years, spanning the traditions of her ancestors and the progressive edge of ceremony, world music and dance today. She comes from a musical clan based all over the world, blending the many musical traditions she grew up with in Europe, America and the Philippines. Evelie also performs as MAHAL with Deo Arellano. Deo Almario Arellano plays many instruments, including flutes, kulintangan, dabakan {upright skinned drum}, Afro-Brazilian and other percussion. He also sings in Brazilian Portuguese. He studied flute under Dr. Jean Ohlsson. In the Philippines, Deo studied jazz under University of the Philippines professor Fred Robles and played with numerous groups including Pen-Pen, one of the pioneers of Philippine ethnic folk-rock. Dr. Penelope Flores: Topic 1: Ethnomathematics: "Convexing the Stone: A Geometry Variation -Islands of the Philippine Archipelago" This workshop is organized by the concepts of areas, perimeter, interior angles, exterior angles, concave and convex figures using the island figures found in Philippine maps. Special attention is given to concept formation and concept attainment strategies for teaching diverse students, developed by Lasley and Matzcynski (1989). This lesson demonstration is for fifth-sixth grade level math. Comprised primarily of working kits, the participants and students will refine their understanding of the mathematical relationship and hierarchy of various shapes. This is the backbone of basic geometry skills. Understanding the implicit so that it can be made very explicit is the objective of this practical hands-on activity. Topic 2: Ethnomathematics: "Algebra of the Weaving Patterns." Using the various Mountain Province’s colorful textile materials, this presentation introduces algorithms made visible through the intricate patterns of weaving the skirt, g-string, belt, head band, leggings of the Kankana-ey highland tribes. Mathematical concepts like symmetry, reflections, mirror images, transformations and transpositions, as well as sequential and logical thinking skills are developed. Discrete mathematics, probability, and binary operations are handled in practical and fun activities suitable for 6th to 9th graders. Additionally, Cartesian graphing is introduced to examine the textiles of Southern Mindanao where the Tinalak bark woven textiles are among the artifacts used in this lesson. Dr. Penelope Flores is Professor of Education at San Francisco State University. Dr. Flores completed her Ph.D. in Comparative and International Education in 1984 from the University of Chicago. She served as a UNESCO Teacher Education Specialist with field assignments in several Asian countries from 1965 to 1976. She was a Curriculum Coordinator for a K-12 school in Chicago and was an educational consultant with the Chicago Board of Education. At the University of Chicago, she directed the field studies of the University of Chicago School Mathematics Program (UCSMP) from 1984 to 1990. Dr. Flores teaches courses in the Single Subject Credential program. Her research focus is in the area of Multicultural Education, Mathematics Education, Curriculum and Instruction, and Philippine Studies. Pinay Educational Partnerships: Workshop on Using the Filipina/o American Studies Sourcebooks Chair and Discussant: Dr. Allyson Tintiangco-Cubales, Assistant Professor, San Francisco State University, PEP Director Workshop Facilitators/Panelists: Roderick Daus-Magbual, Ed.D student, University of San Francisco, PEP Associate Director of Curriculum Development Arlene Daus-Magbual, M.A., San Francisco State University, PEP Associate Director of Program Development Jonell Molina, M.A. student, San Francisco State< University, PEP Balboa High School Curriculum Coordinator And PEP teachers who are available Abstract In this teaching workshop, former and current Pinay Educational Partnerships (PEP) teachers, coordinators, and directors (from San Francisco State University will share the development of the program and the lesson plans in their Filipina/o American Studies Sourcebooks. They will do this by showing the various ways that the curriculum and resources in the books can be utilized in various types of classrooms, along with how to interweave PEP’s teaching philosophies. The workshop will also teach participants how to implement the "Critical Creative Project Plan," the lesson plan format that PEP uses to integrate critical Filipina/o American studies and critical pedagogy. Background: Pinay Educational Partnerships (PEP) is a service-learning collaborative teaching program of San Francisco State University’s Asian American Studies Program and the Filipino Community Center. PEP’s main partnerships are between San Francisco State upper division undergraduates and graduate students who have an interest in pursuing careers in the field of education, and high school, middle school, and elementary school students who are primarily from low-income backgrounds. The main objective for the PEP program is to reach out to the students who are underperforming their potential. PEP practices teaching philosophies that include epistemological pedagogy, visual arts/media literacy, barangay/bayanihan/community building pedagogy, critical performance pedagogy, social justice education, dialogical/interactive pedagogy, and service learning and learning service pedagogy. PEP practices these pedagogies by implementing a fun and critical cultural curriculum that focuses on Filipina/o American studies (including introducing the students to Filipina/o literature, dancing and art), one-on-one mentoring, college counseling, and leadership/self-determination training. PEP as a community service-learning program also provides training for college students who are interested in teaching and research. Since 2001, PEP has been able to develop an extensive program with a curriculum that is both critical with regard to the Filipino American studies content and the engaging pedagogy. PEP has developed training for the teacher interns to learn how to create and implement lesson plans. During these past five years, PEP teachers have written over 300 lesson plans collectively. After reviewing these lesson plans, PEP realized the need to share their curriculum with teachers, students, and educators who are interested in Filipina/o American Studies, Asian American Studies, ethnic studies, and critical pedagogy. This is was the birth of the "sourcebook" idea. With the lack of Filipina/o American curriculum resources, the PEP sourcebooks is groundbreaking. After compiling the lesson plans, we realized that there was a need to have multiple volumes of the PEP sourcebook. In December 2006, the following first PEP sourcebooks will be published by Phoenix Publishing House International: Pinay Educational Partnerships: A Filipina/o American Studies Sourcebook Volume I: Philippine and Filipina/o American History Volume II: Filipina/o American Art, Activism, and Service Although the curriculum in these books were based on the lesson plans that PEP created for high school students, the materials in this book have been transformed to serve many populations. This book is for the high school, middle school, and elementary school teacher. It is for the college professor. It is also for students who want to facilitate workshops. Despite the location or setting in which someone wants to engage Filipina/o American studies and ethnic studies in general, the content of this book can serve multiple readers on many levels. The aim of this book is to encourage readers to actively engage in the learning of Filipina/o American Studies. This is a resource for educators, service-providers, and students who work with Filipina/o American youth. The introduction focuses on the establishment, philosophies, and pedagogies of PEP‘s high school course. The majority of the book focuses on the teaching and learning of Filipina/o American studies through the presentation of lesson plans, units, workshops, projects and resources. All of these materials were created, co-authored, or developed by both current and former PEP teachers and partners. Many generations of PEP have contributed to these books. We felt that the Kapwa Conference would be an appropriate place to premiere the sourcebooks. With aim to do this in a teaching workshop where former and current PEP teachers, coordinators, and directors will share the development of the program and the lesson plans in their Filipina/o American Studies Sourcebooks. They will do this by showing the various ways that the curriculum and resources in the books can be utilized in various types of classrooms, along with how to interweave PEP’s teaching philosophies. The workshop will also teach participants how to implement the "Critical Creative Project Plan," the lesson plan format that PEP uses to integrate critical Filipina/o American studies and critical pedagogy. Mixed Race - PEP Mel Orpilla and MC Canlas |
