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The Transformative Influence of the Pin@Y Educational Partnerships (PEP) Roderick Daus-Magbual

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The Transformative Influence of the Pin@Y Educational Partnerships (PEP) Roderick Daus-Magbual The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Doctoral Dissertations Theses, Dissertations, Capstones and Projects 2010 Political, emotional, powerful : the transformative influence of the Pin@y Educational Partnerships (PEP) Roderick Daus-Magbual Follow this and additional works at: https://repository.usfca.edu/diss Recommended Citation Daus-Magbual, Roderick, "Political, emotional, powerful : the transformative influence of the Pin@y Educational Partnerships (PEP)" (2010). Doctoral Dissertations. 393. https://repository.usfca.edu/diss/393 This Dissertation is brought to you for free and open access by the Theses, Dissertations, Capstones and Projects at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]. The University of San Francisco POLITICAL, EMOTIONAL, POWERFUL: THE TRANSFORMATIVE INFLUENCE OF THE PIN@Y EDUCATIONAL PARTNERSHIPS (PEP) A Dissertation Presented To The Faculty of the School of Education Organization and Leadership Department In Partial Fulfillment Of the Requirements for the Degree Doctor of Education By Roderick Raña Daus-Magbual San Francisco May 2010 1 THE UNIVERSITY OF SAN FRANCISCO Dissertation Abstract Political, Emotional, Powerful: The Transformative Influence of the Pin@y Educational Partnerships (PEP) The colonial legacy of education has been used as a critical medium in the creation and sustainment of empire in the Philippines. The colonial influences of Spain and America instituted benevolent narratives of Christianity, democracy, and education to control the minds, bodies, and souls of many Filipinos. (Constantino 2002; MacDonald & Monkman, 2005; Spring 2005; Woodson 1933). Although education has been a tool of domination, education can serve as a critical counter narrative for both personal and social liberation (Freire 2002; Yosso 2005). The legacies of Spanish and American colonialism permeate through generations of Filipinas/os and the question of identity remains an oppressive stranglehold that Filipina/o American youth face. This research examined the Pin@y Educational Partnerships (PEP); a social justice education leadership pipeline that foster critical Filipina/o American urban educators. I explore the reclamation and refiguration of memory, identity, and action through an appropriation of curriculum, pedagogy, and emplotment that is rooted within the critical historical legacies of Filipinas/os and Filipina/o Americans. The significance of this research reveals the personal narratives of Filipina/o American teachers and students of PEP and how this program has molded their experiences to become educators and leaders in our communities. This project sheds light on community base i organizations, schools, colleges, and university partnerships in integrating Filipina/o American studies in K-College curriculum. The design used in this study was derived from the critical hermeneutic and research protocol from Herda (1999). Based on Ricoeur’s (1984, 1992) mimesis, narrative identity, and Habermas (1984, 1987) communicative action this research unveiled the following: (1) the formation of agency and responsibility to become socially and politically engaged through a critical appropriation of Filipina/o and Filipina/o American experiences; (2) mediating time and narrative in shaping a critical Filipina/o American identity of community, mentorship, and leadership; (3) and communicative action towards solidarity and reproduction of a critical Filipina/o American lifeworld. Ultimately, this study contributes to the ever changing and dynamic identity of Filipina/o Americans to re-remember and value the indigenous past, as well as the freedom to critically appropriate a new narrative of Filipina/o American studies and identity. ii This dissertation, written under the direction of the candidate's dissertation committee and approved by the members of the committee, has been presented to and accepted by the Faculty of the School of Education in partial fulfillment of the requirements for the degree of Doctor of Education. The content and research methodologies presented in this work represent the work of the candidate alone. Roderick Daus-Magbual March 26, 2010 Candidate Date Dissertation Committee Dr. Ellen Herda March 26, 2010 Chairperson Date Dr. Shabnam Koirala-Azad March 26, 2010 Date Dr. Patrick Camangian March 26, 2010 Date Dr. Allyson Tintiangco-Cubales March 26, 2010 Date iii ACKNOWLEDGEMENTS This research project would not have been possible without the influence, help, love, and support of the following: My doctoral advisor and dissertation chair, Dr. Ellen Herda, for guiding me towards new orientations of understanding through critical hermeneutics. Your work has tremendously influenced me to move beyond traditional research and educational paradigms and towards an interpretative tradition. It has opened my eyes to read the world with a deeper a sense of: language, communication, history, narrative, and identity. You are a true inspiration to all those you have touched. My dissertation committee members: Dr. Shabnam Koirala-Azad and Dr. Patrick Camangian, for your support and mentorship. I appreciate your praxis as researchers in the academy and as change agents in the community. Thank you for being an Até (older sister) and Kuya (older brother) to me through this journey. You symbolize hope for me as a person of color aspiring to become a professor rooted in the heart of our communities. My 2010 cohort: thank you for being my support and colleagues through this crazy yet beautiful struggle of dissertation writing. Special thanks to Hamaseh Kianfar for your continuous updates, support, and Facebook comments when I thought I was not able to overcome this hurdle. To all the organizations I have been associated with: UCR Asian Pacific Student Programs, Youth and Community Outreach Program (YCOP), UCR Katipunan, Theta Delta Beta (ΘΔΒ), Search to Involve Pilipino Americans (SIPA), CSUF Upward Bound Program, the Japanese Community Youth Council (JCYC), and the Filipino Community Center (FCC) for providing me the nurturing space to transform my activism, service, and identity. A special thanks to Dr. Allyson Tintiangco-Cubales for being a committee member, my Até, friend, confidant, colleague, mentor, and Ninang to Amianan. You are truly an amazing person who has inspired me from the first time I met you. You have taught me that anything is possible and to believe in myself when there were times of great insecurity. You have been an influential Pinay in my life to become a better person, husband, and father. I am truly grateful for you unconditional love and support. My fictive kin: the Pin@y Educational Partnerships (PEP). You are my family/barangay in the Bay Area. Thank you for your love, learning, and laughter. Special thanks to Jocyl Sacramento for editing my dissertation and being my ading. PEP is as close to utopia that I can possibly imagine. My research participants for taking the time to share your: hopes, struggles, survival stories, and transformations. Your passion and practice are influencing our youth to become the next great leaders of our future. iv To my family: Raña, Magbual, and Daus clans for your unconditional support and love. To my Manong Rich, my best friend and older brother for giving me the aspiration and reality to go to college and that becoming a doctor is possible. If it were not for you taking Filipino American History at UCR in 1995, I would not have had the exposure to great Filipina/o authors such as: Fred Cordova, Carlos Bulosan, and Dr. Steffi Buenaventura to inform me about my history and identity. To Mom and Pa, words would not do justice for what you have done for me. All the sacrifice, support, and love you have blessed me with have made me the son, husband, and father I am today. Special thanks to: my beautiful wife, Arlene, and my wonderful daughter, Amianan. You are my love, my hope, and my rock. Arlene, thank you for being the love of my life and unconditionally supporting my endeavors. This dissertation would not have been possible without your shoulder to cry on and the ear to listen to my critical hermeneutical revelations. I promise to support you when you are in your dissertation journey. Amianan my love, you embody the hope and possibility of the future. Remember your past to understand your future. My work is guided and dedicated to you both. Ay Ayaten Kayo (I love you both). This dissertation is beyond me, but for my family struggling in the Philippines, that youth searching for an identity and purpose, and the work and passion of activists, artists, scholars, students and educators who are committed to the lifework of social justice. For the past, present, and future. Tatlong Bagsak! v TABLE OF CONTENTS DISSERTATION ABSTRACT......................................................................................i ACKNOWLEDGEMENTS .........................................................................................iv CHAPTER ONE............................................................................................................1 THE RESEARCH FOCUS .......................................................................................1 Introduction.............................................................................................................1
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