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IDENTIFYING SIKOLOHIYANG PILIPINO in the CLASSROOM Ft

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IDENTIFYING SIKOLOHIYANG PILIPINO in the CLASSROOM Ft EVOLUTION OF DISCOURSE: IDENTIFYING SIKOLOHIYANG PILIPINO IN THE CLASSROOM f t * A thesis submitted to the faculty of San Francisco State University In partial fulfilment of the requirements for the Degree Master of Arts In Education: Equity and Social Justice By Maica Dela Cruz Porcadas San Francisco, California May, 2019 Copyright by Maica Dela Cruz Porcadas 2019 CERTIFICATION OF APPROVAL I certify that I have read Evolution o f Discourse: Identifying Sikolohiyang Pilipino in the Classroom by Maica Dela Cruz Porcadas, and that in my opinion this work meets the criteria for approving a thesis submitted in partial fulfillment of the requirement for the degree Master of Arts in Education: Equity and Social Justice at San Francisco State University. David Hemphill, Ed.D Professor of Education Ming-Yew Lee, Ed.D Professor of Education EVOLUTION OF DISCOURSE: IDENTIFYING SIKOLOHIYANG PILIPINO IN THE CLASSROOM Maica Dela Cruz Porcadas San Francisco, California 2019 This study examines the breadth and evolution of Sikolohiyang Pilipino (Filipino Psychology) and identifies its place in educa onal settings. The study articulates Sikolohiyang Pilipino’s deviation from Western psychological discourse, which focuses on a clinical context, towards a broader scope that encompasses Filipino identity. By examining the curricula of various Filipino studies courses taught in California, and by comparing their content with the tenets of Sikolohiyang Pilipino, the study investigates the extent to which Sikolohiyang Pilipino is currently embedded in existing curricula and considers how its presence could be enhanced. I certify that the Abstract is a correct representation of the content of this thesis. David Hemphill, Ed.D Advisor Date' 1 ACKNOWLEDGMENTS My warmest gratitude: To my parents, for the countless sacrifices you have made for us to be where we are today. The decision to leave our motherland did not end in complete separation considering that we hold a part of it in our heart and soul every day. Thank you for all the lessons learned and for everything inherited from ancestors from before our time. To my advisor, Dr. David Hemphill, for your patience and guidance throughout my time in the Equity & Social Justice Program. I have the utmost respect for you, and I wish you all the best as you embark on new adventures. Thank you for all of your support - 1 could not imagine getting through this program without you. To Dr. Ming-Yeh Lee, thank you for your kindness and wonderful insight during my time in this program. Thank you for your optimism and kindhearted personality - you made those late evening classes enjoyable, and I have been able to learn so much from you. To Erica Viray-Santos, for being that first stepping stone into this turbulent journey of self-actualization, decolonization and liberation. You are and will always be the embodiment of strength, resilience, and passion. Thank you for all that you do with the Social Justice Academy, with the community, and with the world at large. To Professor Lily Ann Villaraza for not only introducing me to the topic of Sikolohiyang Pilipino, but for your unwavering belief in the potential I possess. You remind me that there is always more to come and that this journey of growth never truly ends. Thank you for your joy, excitement, and dedication. Thank you for always taking the time to be there for me and allowing me to tambay during your office hours. To all my dear friends who have been there through the ups and downs. Thank you for the never-ending adventures and laughter. Thank you especially for being there when life is anything but kind. Cheers to all memories that have yet to come. Jennifer, Adam, Christine, John, and Cyril ■ ya’ll are the real MVPs. And thank you to those who have allowed me to occupy a place in your thoughts, even if only momentarily. I could not have done this without you all. Magsikap. Magmahal. Makibaka. v TABLE OF CONTENTS List of Tables.............................................................................................................................. vii List of Figures............................................................................................................................viii List of Appendices...................................................................................................................... ix Introduction...................................................................................................................................1 Chapter 1: Contextualizing Sikolohiyang Pilipino (SP)........................................................ 5 History of Sikolohiyang Pilipino................................................................................. 5 Epistemology of Decolonization and Postcoloniality............................................. 12 Key Principles and Tenets........................................................................................... 15 Chapter 2: Evolving Filipino Psychological Discourses......................................................22 Reification of Western Psychology............................................................................22 Western and Indigenous Psychological Discursive Frameworks.......................... 27 Differentiating Filipino/a/x-/American Psychology and S P ................................... 34 Chapter 3: Examining the Classroom ..................................................................................... 44 Colonial Education in the Philippines....................................................................... 44 Filipino/a/x American Studies in California............................................................. 48 Reflecting Upon Existing Curricula...........................................................................55 Chapter 4: Moving Forward.....................................................................................................61 Conclusions................................................................................................................... 61 Critiques and Recommendations............................................................................... 63 References...................................................................................................................................71 Appendices................................................................................................................................. 77 LIST OF TABLES Table Page 1. Salazar’s (1984) Timeline of Sikolohiyang Pilipino.......................................................... 6 2. Types and Descriptions of Colonial Mentality Manifestations (David, 2006).............14 3. Transforming Psychology into Indigenous Psychology (Kim & Yang, 2011)............ 32 4. American Teachers Hand Over Jobs to Filipinos 1900-1950 (Strobel, 2015)............. 47 5. Deficit and Empowerment Frameworks of Ibang-tao and Hindi Ibang-tao.................67 vii LIST OF FIGURES Figures Page 1. Enriquez’s (2008) Levels of Interaction...........................................................................18 2. Comparing Sikolohiyang Pilipino and Filipino/a/x American Psychology.................. 35 3. Intellectual Genealogy of Critical Race Theory (Yosso, 2005)...................................... 53 viii LIST OF APPENDICES Appendix Page A. Colonial Mentality Scale Data (David & Okazaki, 2004).............................................. 77 B. Political Cartoon: School Begins (Dalrymple, 1899)......................................................78 C. Course Syllabus: Filipino/a/x American Identities (Fall 2018)......................................80 D. Course Syllabus: Filipino/a/x American Identities (Spring 2016)................................ 85 E. Course Syllabus: The Philippines and the United States History (Fall 2018)............. 88 F. Course Syllabus: Filipino/a American Literature, Art, and Culture (Spring 2016) .. 90 G. Course Syllabus: The Filipino Family (Fall 2018).......................................................... 95 H. Course Syllabus: History of the Philippines (Fall 2018)................................................ 97 I: Course Syllabus: Filipino American Experience (Spring 2017)..................................... 99 Introduction Description of the Area of Research Interest The existence of a Filipino nation is a fact, but the existence of a national consciousness is only a presupposition, if by national consciousness one means that sense of oneness which comes from a community of aspiration, response and action. It is this growing disparity between identity and consciousness that has been responsible for the ambiguity of Filipino behavior, for the Filipino’s east- west ambivalence, and for his marginal participation in the historic struggle of other colonial peoples. (Constantino, 1974, p. 1) With the colonial legacies left behind in the Philippine archipelago, the Filipino people struggled to maintain an understanding of their identity and sense of self. Having been colonized for almost half a millennium (Francia, 2014), Filipino identity perception has maintained a cyclical rhythm of evolution and stagnation as it has been overwritten by Spanish, Japanese, and American imperialists. In an effort to renounce colonial influence and to construct an unfettered understanding of self without the veil of foreign intervention, Virgilio Enriquez created Sikolohiyang Pilipino, also known as Filipino Psychology. Sikolohiyang Pilipino - which derives specifically from the experiences,
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