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The Case of Project Citizen in the Philippines: Examining The THE CASE OF PROJECT CITIZEN IN THE PHILIPPINES: EXAMINING THE IMPLEMENTATION OF A GRASSROOTS CIVIC EDUCATION PROGRAM by TANYA REKOW WALKER (Under the Direction of Dr. Kathleen deMarrais) ABSTRACT The purpose of this study was to examine how and why a small non-governmental organization called the Philippine Center for Civic Education and Democracy (PCCED) chose to implement the Project Citizen curriculum, a project-based civic education program promoting civic knowledge, skills, and dispositions, in the Philippine schools. Attention was given to how Project Citizen was adapted for, and implemented in, the Philippine context. The origins of PCCED, its objectives, and how stakeholders perceived program effectiveness were explored. By examining how the PCCED implemented Project Citizen in Manila schools, I investigated how democratic education is maintained in a developing nation faced with the marginalization of civic education in the national curriculum. This qualitative case study relied on interviews, observations, and documents as the main data sources. A comparative education theoretical framework served as my interpretive perspective, and more specifically, I applied Phillips and Ochs’s (2004) policy borrowing and lending model to test its utility with a grassroots case of policy adoption. The data analysis process was guided by Vavrus and Bartlett’s (2014) vertical case study method which relies equally on three different dimensions of comparison: the horizontal, the vertical, and the transversal. The findings of this research indicated that Project Citizen’s growth in its reach and membership since its adoption was the result of several interconnected factors. First, seeking to prevent further marginalization of civic education in the national curriculum, the PCCED offered Project Citizen as an extracurricular participatory citizenship program to engage students, solve community problems, and promote political efficacy. Second, focusing on teacher training, the PCCED was able to convince teachers of the program’s benefits through indigenized nationalist discourse, thus successfully imbedding the curriculum within participating schools. Third, although forced to conduct Project Citizen as an extracurricular activity, teachers and students willingly participated with its implementation, ostensibly due to personal convictions regarding citizenship education’s ability to improve democracy in the nation. Due to these factors, the PCCED successfully implemented Project Citizen without the Department of Education’s mandate, and with limited resources and personnel. INDEX WORDS: Civic education, Philippine education, Policy borrowing and lending THE CASE OF PROJECT CITIZEN IN THE PHILIPPINES: EXAMINING THE IMPLEMENTATION OF A GRASSROOTS CIVIC EDUCATION PROGRAM by TANYA REKOW WALKER B.A., University of California, Berkeley, 1991 M.Ed., Mercer University, 1998 A Dissertation Submitted to the Graduate Faculty of The University of Georgia in Partial Fulfillment of the Requirements for the Degree DOCTOR OF PHILOSOPHY ATHENS, GEORGIA 2015 © 2015 Tanya Rekow Walker All Rights Reserved THE CASE OF PROJECT CITIZEN IN THE PHILIPPINES: EXAMINING THE IMPLEMENTATION OF A GRASSROOTS CIVIC EDUCATION PROGRAM by TANYA REKOW WALKER Major Professor: Kathleen deMarrais Committee: Brian W. Dotts William G. Wraga Electronic Version Approved: Julie Coffield Interim Dean of the Graduate School The University of Georgia May 2015 iv DEDICATION This dissertation is dedicated to my family. To my Mom, who has supported, inspired, and encouraged me throughout my life. To my Dad, for his enduring encouragement, and for kindly accompanying me on one of my fieldwork trips. To my children, Jacob and Luke, who have patiently tolerated this whole process without complaint, supplying an unending source of love and inspiration. And to my husband, Matthew, for making all of this possible through his unwavering love and friendship. He provided me with hope, confidence, and laughter, whenever mine ran out. v ACKNOWLEDGEMENTS I wish to earnestly thank and recognize the assistance and support of my dissertation committee members throughout the entire doctoral process. To Dr. Dotts, you have been such a source of guidance, encouragement, and inspiration. I feel so fortunate to have been able to work with you for so long, and am grateful for the many contributions you have made to my academic learning and success. To Dr. Wraga, thank you for being such a wonderful teacher. I have learned so much from you, and your continued support and encouragement have sustained me throughout this process. And to Dr. deMarrais, your knowledge, guidance, support, and direction have made me a better scholar and person. I am grateful for your patience and encouragement, and sincerely appreciate your dedication to helping me achieve my academic goals. I also wish to sincerely acknowledge the assistance and support of Binggoy, Diane, and Gabriel Medina. My trips to the Philippines would not have been so productive and enjoyable without their unmatched kindness, and invaluable assistance. Lastly, I wish to sincerely thank the entire PCCED staff, board members, and Project Citizen teachers and participants; their cooperation and generosity made this research possible. vi TABLE OF CONTENTS Page ACKNOWLEDGEMENTS .............................................................................................................v LIST OF TABLES ...........................................................................................................................x LIST OF FIGURES ....................................................................................................................... xi CHAPTER 1 INTRODUCTION .........................................................................................................1 Background of the Study .........................................................................................1 Statement of the Problem .........................................................................................2 Purpose of the Study ................................................................................................4 Research Questions ..................................................................................................4 Conceptual Framework ............................................................................................5 Overview of the Methods.........................................................................................5 Significance of the Study .........................................................................................6 Organization of the Dissertation ..............................................................................8 Chapter Conclusion ..................................................................................................9 2 REVIEW OF THE RELATED LITERATURE ..........................................................10 Globalization and Education ..................................................................................12 Democracy and Citizenship Education in Developing Nations .............................14 Internationalized Education Reform ......................................................................18 Global Reform Trends ...........................................................................................22 vii Implementation and Indigenization .......................................................................29 The Philippine Center for Civic Education and Democracy .................................36 Chapter Summary ..................................................................................................37 3 RESEARCH DESIGN AND METHODOLOGY .......................................................42 Purpose of the Study ..............................................................................................42 Theoretical Framework ..........................................................................................43 Research Design and Rationale .............................................................................48 Procedures for Conducting the Study ....................................................................52 Data Analysis .........................................................................................................59 Quality, Trustworthiness, & Reflexivity ................................................................62 Limitations .............................................................................................................64 Chapter Summary ..................................................................................................67 5 THE PHILIPPINE CONTEXT ....................................................................................68 T# Historical Context ..................................................................................................69 Political Context.....................................................................................................72 Socioeconomic Context .........................................................................................77 The Growth of Non-governmental Organizations within the Philippine Context .84 Sociocultural Context: Family, Religon, & Diverse Foreign Influences ..............85 The Interrelationship of Culture & Politics in the Philippine Context ..................89 Educational Context ...............................................................................................94
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