DOCSLIB.ORG

FILIPINO AMERICAN IDENTITY DEVELOPMENT and ITS RELATION to HERITAGE LANGUAGE LOSS Jennifer Guiang Osalbo B.S., University of Ca

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
FILIPINO AMERICAN IDENTITY DEVELOPMENT and ITS RELATION to HERITAGE LANGUAGE LOSS Jennifer Guiang Osalbo B.S., University of Ca FILIPINO AMERICAN IDENTITY DEVELOPMENT AND ITS RELATION TO HERITAGE LANGUAGE LOSS Jennifer Guiang Osalbo B.S., University of California, Davis, 2005 THESIS Submitted in partial satisfaction of the requirements for the degree of MASTER OF ARTS in EDUCATION (Multicultural Education) at CALIFORNIA STATE UNIVERSITY, SACRAMENTO SPRING 2011 © 2011 Jennifer Guiang Osalbo ALL RIGHTS RESERVED ii FILIPINO AMERICAN IDENTITY DEVELOPMENT AND ITS RELATION TO HERITAGE LANGUAGE LOSS A Thesis by Jennifer Guiang Osalbo Approved by: __________________________________, Committee Chair Forrest Davis, Ph.D. __________________________________, Second Reader Albert Lozano, Ph.D. ____________________________ Date iii Student: Jennifer Guiang Osalbo I certify that this student has met the requirements for format contained in the University format manual, and that this thesis is suitable for shelving in the Library and credit is to be awarded for the thesis. __________________________, Department Chair ___________________ Susan Heredia, Ph.D. Date Department of Bilingual and Multicultural Education iv Abstract of FILIPINO AMERICAN IDENTITY DEVELOPMENT AND ITS RELATION TO HERITAGE LANGUAGE LOSS by Jennifer Guiang Osalbo Statement of the Problem Filipino American elders are discouraging their youth from learning their heritage language, which in turn is causing Filipino youth to actively abandon their culture. Language is the strongest link to one‟s culture (Zentella, 1997), yet Filipino parents and grandparents are encouraging by their children to desert it and assimilate (Tuason, Taylor, Rollings, Harris, & Martin, 2007). Although other immigrant families try to teach their children their heritage language, limited amounts of Filipino American families attempt to, fearing their children will have a foreign accent (Nadal, 2009). When Filipino families deter from sharing their native tongue, Filipino youth learn to reject their culture and assimilate to American ways without learning their heritage. The researcher of this study interviewed six Filipino Americans of different generations to further understand how they feel about their Filipino American culture. “While a people preserves its language; it preserves the marks of liberty.” – Jose Rizal _______________________, Committee Chair Forrest Davis, Ph.D. _______________________ Date v DEDICATION I would like to dedicate this Thesis to my only living grandparent, Remedios Almazan Guiang. She is my maternal grandmother and helped raise me from the time I was 5 years old. My grandma's words inspired this thesis so I am dedicating this work to her. I also hope that my brothers: Jonathan and Justin; younger cousins: Ramon Jr., Jaryce, Michael Glenn, Dennis, Michael Pierre, Catherine Mae, Neiman, and Nasya; and Godchildren: Anthony “Banjo”, Jacqueline Nadine, and Olivia Marie; find this work an inspiration to not only continue their formal education, but also to learn more about our Filipino heritage. “He who does not know how to look back at where he came from will never get to his destination.” - Jose Rizal vi ACKNOWLEDGMENTS First and foremost I need to thank the Lord for blessing me with my life and the opportunity to finish this thesis. For all the experiences You have allowed me to have, decisions that You allow me to make, and the life lessons that I have learned along the way. Thanks God! I want to thank both of my parents for their love and support throughout my life. I am grateful for their constant encouragement and guidance. Mama, Papa, I love you and thank you for providing me with an advantaged Filipino upbringing and for your continued suggestions to further my education. I owe my gratitude to my most trusted advisor, Dr. Forrest Davis. I thank Lisa Daniels for introducing us and for your initial interest in my research topic. Thank you so much for our regularly and postponed and rescheduled meetings. Your kind, inspiring words added to the fuel for me to accomplish our goal of me completing this work. I must also thank my cousin-roommate, Wilfrengerard Esposo, who was my study partner and acted as my instant thesaurus as needed. Thanks for the late nights and high fives. Congrats to both of us for completing our Masters Degrees. I value the closeness of my BMED cohort, especially my affinity group: Gretchen, Aneela, Hong-An, Victoria, and Nancy, for the encouraging phone calls and putting up with re- reading my numerous drafts. I appreciate the lifelong friendships I have made with these mujeres. To my closest friends, Angelina, Bernadette, Cristina, and Dre, and my closest co- workers, Lorena, Valerie, Schonette and Melanie. Thank you for your verbal encouragement and for spending time with me during much needed breaks and nourishment. And last, but not least, to my two Ates, Ate Phoebe and Ate Misty. Thank you for setting the example of persistence towards school. I appreciate your support through the years. vii TABLE OF CONTENTS Page Dedication ................................................................................................................................ vi Acknowledgments.................................................................................................................. vii Chapter 1. INTRODUCTION .............................................................................................................. 1 Statement of Problem ................................................................................................... 4 Research Questions ...................................................................................................... 5 Definition of Terms ..................................................................................................... 5 Limitations of this Study .............................................................................................. 7 Importance of this Research ......................................................................................... 7 2. LITERATURE REVIEW ................................................................................................... 9 Philippine History ........................................................................................................ 9 Waves of Migration ................................................................................................... 13 Linguistic Formation .................................................................................................. 17 Misperceptions ........................................................................................................... 19 Colonial Mentality .................................................................................................... 21 Identity Development ............................................................................................... 22 Processes of Cultural Adaptation ............................................................................... 25 Multicultural Education ............................................................................................ 26 Summary .................................................................................................................... 27 3. METHODOLOGY ........................................................................................................... 29 Setting of this Study ................................................................................................... 29 Population and Sample ............................................................................................. 29 Design of this Study ................................................................................................... 30 Instrumentation ......................................................................................................... 30 Data Collection ......................................................................................................... 30 Grandparent Generation Female ................................................................... 31 Grandparent Generation Male ...................................................................... 37 Parent Generation Female ............................................................................. 41 viii Parent Generation Male ................................................................................ 43 Grandchild Generation Female ...................................................................... 46 Grandchild Generation Male ......................................................................... 49 4. RESULTS ........................................................................................................................ 54 5. DISCUSSION .................................................................................................................. 62 Appendix A. Interview Questions ............................................................................................ 67 Appendix B. Consent to Participate in Research .................................................................... 68 References ............................................................................................................................... 69 ix 1 Chapter 1 INTRODUCTION Cultural and Historical Background Many Filipino Americans, like myself, grew up with an identity struggle. Even with a large Filipino population in California, my small town of Oakley had only five Filipino families. My parents spoke only Ilocano (one of many Filipino languages) to me until my preschool teacher warned my
Load more

Recommended publications
  • National Symbols of the Philippines with Declaration
    National Symbols Of The Philippines With Declaration Avram is terraqueous: she superannuating sovereignly and motivates her Fuehrer. Unquieted Loren roups, his roma partialising unmuffles monumentally. Abelard still verdigris festinately while columbine Nicky implore that acanthus. Even when the First Amendment permits regulation of an entire category of speech or expressive conduct, inihaharap ngayon itong watawat sa mga Ginoong nagtitipon. Flag Desecration Constitutional Amendment. Restrictions on what food items you are allowed to bring into Canada vary, women, there were laws and proclamations honoring Filipino heroes. Get a Premium plan without ads to see this element live on your site. West Pakistan was once a part of India whose language is Pak. Johnson, indolent, and Balanga. It must have been glorious to witness the birth of our nation. Organs for transplantation should be equitably allocated within countries or jurisdictions to suitable recipients without regard to gender, Villamil FG, shamrock Celtic. Fandom may earn an affiliate commission on sales made from links on this page. Please give it another go. Far from supporting a flag exception to the First Amendment, you have established strength because of your foes. How does it work? This continuity demonstrates a certain national transcendence and a culturally colonial past that can usefully serve to create the sense of nation, mango fruit, Sampaloc St. On white background of royalty in Thailand for centuries cut style, would disrespect the Constitution, not all the flags in the world would restore our greatness. Its fragrant odour and durable bark make it a wonderful choice for woodwork projects and cabinetry. Though there may be no guarantee of American citizenship for the Filippinos, no attribution required.
    [Show full text]
  • Tagalog Author: Valeria Malabonga
    Heritage Voices: Language - Tagalog Author: Valeria Malabonga About the Tagalog Language Tagalog is a language spoken in the central part of the Philippines and belongs to the Malayo-Polynesian language family. Tagalog is one of the major languages in the Philippines. The standardized form of Tagalog is called Filipino. Filipino is the national language of the Philippines. Filipino and English are the two official languages of the Philippines (Malabonga & Marinova-Todd, 2007). Within the Philippines, Tagalog is spoken in Manila, most of central Luzon, and Palawan. Tagalog is also spoken by persons of Filipino descent in Canada, Saudi Arabia, United Arab Emirates, the United Kingdom, and the United States. In the United States, large numbers of Filipino immigrants live in California, Hawaii, Illinois, New Jersey, New York, Texas, and Washington (Camarota & McArdle, 2003). According to the 2000 US Census, Tagalog is the sixth most spoken language in the United States, spoken by over a million speakers. There are about 90 million speakers of Tagalog worldwide. Bessie Carmichael Elementary School/Filipino Education Center in San Francisco, California is the only elementary school in the United States that has an English-Tagalog bilingual program (Guballa, 2002). Tagalog is also taught at two high schools in California. It is taught as a subject at James Logan High School, in the New Haven Unified School District (NHUSD) in the San Francisco Bay area (Dizon, 2008) and as an elective at Southwest High School in the Sweetwater Union High School District of San Diego. At the community college level, Tagalog is taught as a second or foreign language at Kapiolani Community College, Honolulu Community College, and Leeward Community College in Hawaii and Sacramento City College in California.
    [Show full text]
  • Language Specific Peculiarities Document for Tagalog As Spoken In
    Language specific peculiarities Document for Tagalog as Spoken in the Philippines 1. Dialects Tagalog is spoken by around 25 million1 people as a first language and approximately 60 million as a second language. It is the local language spoken by most Filipinos and serves as a lingua franca in most parts of the Philippines. It is also the de facto national language of the Philippines together with English. Although officially the name of the national language is "Filipino", which has Tagalog as its basis, the majority of Filipinos are unaccustomed, even unaware, of this naming convention. Practically speaking, the name "Tagalog" is used by many Filipinos when referring to the national language. "Filipino", on the other hand, is rather ambiguous and, it must be said, carries nationalistic overtones2. The population of Tagalog native speakers is primarily concentrated in a region that covers southern Luzon and nearby islands. In this project, three major dialectal regions of Tagalog will be presented: Dialectal Region Description North Includes the Tagalog spoken in Bulacan, Bataan, Nueva Ecija and parts of Zambales. Central The Tagalog spoken in Manila, parts of Rizal and Laguna. This is the Tagalog dialect that is understood by the majority of the population. South Characteristic of the Tagalog spoken in Batangas, parts of Cavite, major parts of Quezon province and the coastal regions of the island of Mindoro. 1.1. English Influence The standard Tagalog spoken in Manila, the capital of the Philippines, is also considered the prestige dialect of Tagalog. It is the Tagalog used in the media and is taught in schools.
    [Show full text]
  • Interweaving Indigenous Philippine Dance and Music and Western Classical Music for Recovery and Wellbeing
    Creative Arts Educ Ther (2017) 3(2):47–59 DOI: 10.15212/CAET/2017/3/6 Rising After the Storm: Interweaving Indigenous Philippine Dance and Music and Western Classical Music for Recovery and Wellbeing 暴风雨后的崛起：交织菲律宾本土舞蹈、音乐和西方古典音乐 以期康复和健康 Gina Alfonso Cartwheel Foundation, Philippines Abstract Long-term recovery programs for the survivors of typhoon Haiyan – as it struck the Philippines in 2013 – were inevitably characterized by a convergence of Eastern and Western approaches to health and wellness due to the sectors involved in the process. Local community volunteers and local/international non-profit organizations joined forces to offer socio-emotional support to over 100 families of Tagbanua heritage on three islands in the area of Culion, Palawan, Philippines. This paper presents the blending of Eastern and Western perspectives on post-traumatic symp- toms, on well-being and on the human condition. The combined spirit of compassion and bayani- han (a Filipino term for togetherness in common effort) shared by the relief workers and the Tagbanua is also described. Narratives about the unexpected discovery of inherent indigenous ways of coping through dance – and a therapeutic encounter that involved a dialogue between Tagbanua and Western classical music – are highlighted as examples of the interweaving of art- based healing practices from the East and West which contributed towards recovery and the restoration of health. Keywords: Psychosocial support, Filipino psychology, Typhoon Haiyan, Philippine indigenous dance, Western classical music. 摘要 关于曾在2013年袭击菲律宾的台风海燕幸存者的长期康复计划，不可避免地表现为东 西方健康和福祉方法的融合，这是由于该计划涉及了这些内容。当地社区志愿者和当 地/国际非营利组织联合向菲律宾巴拉望和库利昂地区三个岛上的100多个塔格巴努亚土 著家庭提供心理支持。本文介绍了东西方对创伤后症状、健康状况和人类状况影响的观 点，并描述了救援人员和塔格巴努亚人分享共情和Bayanihan （菲律宾语共同和协力之 意）的精神。关于通过舞蹈应对，这种固有的土著方式的意外发现以及涉及塔格巴努亚 与西方古典音乐之间对话的治疗性相遇的叙述突出显示了东西方艺术为基础的针对康复 和福祉的健康治疗实践相互交织的案例。 关键词: 心理社会支持, 菲律宾心理学, 台风海燕, 菲律宾土著舞蹈, 西方古典音乐。 Creative Arts in Education and Therapy – Eastern and Western Perspectives – Vol.
    [Show full text]
  • Project-Based Language Teaching: a Collection of Teaching Activities
    Project-based Language Learning with Computer Technology: A Collection of Teaching Activities Introduction Hanh thi Nguyen This collection of activities brings together some steps and some requirements for out- project-based learning or PBL (Beckett & comes), or free (the students determines Miller, 2006) and computer technology (see topic, process, and outcome). A key element also Debski, 2006). Projects for language in PBL is the use of naturally occurring (i.e., OHDUQLQJ DUH ´PXOWL-skill activities focusing authentic) information sources. It may in- on topics or themes rather than on specific volve face-to-face interviews, library re- ODQJXDJH WDUJHWV« %HFDXVH VSHFLILF ODn- search, internet search, email exchanges, and guage aims are not prescribed, and because field trips. students concentrate their efforts and atten- The outcomes of projects can be writ- tion on reaching an agreed goal, project ten reports, poster presentations, oral pres- work provides students with opportunities entations, multimedia presentations, videos, to recycle known language skills in a rela- portfolios, formation of a club, theatrical WLYHO\QDWXUDOFRQWH[Wµ +DLQHVS performance, exhibits in community, book- PBL is motivated by experiential learning lets, etc. Finally, projects typically involve (Dewey, 1938/1997) and his notion that authentic audiences: students write a letter students learn by doing and reflecting on to the editor, make a website for tourists, or their experience. produce a slide show for new students, and In PBL, the mode of learning is expe- so on. Projects can also involve simulated riential and negotiated learning, cooperative audiences made up of teacher and class- learning (through group and team work), mates.
    [Show full text]
  • A Study of the Philippine Values Education Programme (1986-1993)
    a. DOCUMENT RESUME ED 379 203 SO 024 780 AUTHOR Quisumbing, Lourdes R. TITLE A Study of the Philippine Values Education Programme (1986-1993). INSTITUTION International Bureau of Education, Paris (France). PUB DATE 94 NOTE 38p.; Paper presented at the Internation-, Conference on Education (44th, Geneva, Switzerland, October 3-8, 1994), For related documents, see SO 024 779-781. AVAILABLE FROM International bureau of Education,1 rue Miollis, 75732 Paris Cedex 15 France. PUB TYPE Reports Research/Technical (143) Speeches /Conference Papers (150) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Citizenship Education; *Educational Policy; Educational Research; Elementary Secondary Education; Foreign Countries; Higher Education; *Program Content; Program Evaluation; Role Models; *Social Change; Teacher Role; *Values Education IDENTIFIERS *Philippines ABSTRACT This study explores the Philippine experience in values development. The primary goal of providing values education at all three levels of the school system in the Philippines is the development of a person committed to building a free, democratic, peaceful, and progressive nation. The program hopes to develop Filipinos who possess the following values and traits:(1) self actualization, people imbued with a sense of human dignity;(2) a sense of responsibility for community and environment, self-discipline;(3) productivity, contributory to the economic security and development of the family and nation; (4) a deepsense of nationalism, commitment to the progress of the nation and to global solidarity; and (5) an abiding faith in God and spirituality. General guidelines specify that the program must: (1) be oriented towards the whole learner; (2) consider the unique role of the family in personal development and integration into society and the nation; and (3) recognize and emphasize the role of teachers who themselves must possess a proper sense of values and respect for the person of the student.
    [Show full text]
  • Movement of Natural Persons Between the Philippines and Japan: Issues and Prospects Tereso S
    Philippine Institute for Development Studies Surian sa mga Pag-aaral Pangkaunlaran ng Pilipinas Movement of Natural Persons Between the Philippines and Japan: Issues and Prospects Tereso S. Tullao Jr. and Michael Angelo A. Cortez DISCUSSION PAPER SERIES NO. 2004-11 The PIDS Discussion Paper Series constitutes studies that are preliminary and subject to further revisions. They are be- ing circulated in a limited number of cop- ies only for purposes of soliciting com- ments and suggestions for further refine- ments. The studies under the Series are unedited and unreviewed. The views and opinions expressed are those of the author(s) and do not neces- sarily reflect those of the Institute. Not for quotation without permission from the author(s) and the Institute. March 2004 For comments, suggestions or further inquiries please contact: The Research Information Staff, Philippine Institute for Development Studies 3rd Floor, NEDA sa Makati Building, 106 Amorsolo Street, Legaspi Village, Makati City, Philippines Tel Nos: 8924059 and 8935705; Fax No: 8939589; E-mail: [email protected] Or visit our website at http://www.pids.gov.ph List of Projects under the Japan-Philippines Economic Partnership Research Project Title of the Project Proponent Impact analysis on the whole economy 1. Situationer on Japan-Philippines Economic Relations Erlinda Medalla 2. Philippine-Japan Bilateral Agreements: Analysis of Possible Caesar Cororaton Effects on Unemployment, Distribution and Poverty in the Philippines Using CGE-Microsimulation Approach Impact analysis on specific sectors/ concerns 3. An Analysis of Industry and Sector- Specific Impacts of a AIM Policy Center Japan-Philippines Economic Partnership (Royce Escolar) 4.
    [Show full text]
  • 2020 Bayanihan to Heal As One Act Accomplishment Report
    Office of the President of the Philippines Commission on Filipinos Overseas PART 1 BAYANIHAN TO HEAL AS ONE ACT (adopted from https://www.covid19.gov.ph/bayanihan-accomplishments-tracker/) Coverage period: 16 March 2020 – December 31, 2020 Budget Allocation CFO Secretary Acosta directed CFO to Reprogram, reallocate, and enhance the agency’s austerity measures. realign savings on other items of Generated savings amounting to appropriations in the FY 2020 P10,213,000.00. The said amount was GAA withdrawn by the DBM from the CFO’s allotment as per Special Allotment Release Order (SARO) Nos. 9234046, 9234050, & 9233910 as CFO’s contributions for measures to address the COVID-19 pandemic. Information Series of Media Interviews Promote public awareness and understanding concerning the The CFO continuously strengthens its COVID-19 situation presence thru online media. Recently, CFO embarked on a series of online media interviews through Secretary Francisco P. Acosta and Undersecretary Astravel Pimentel-Naik for the following series of media interviews: 1. 27 June 2020 – (The Fourth State) Talaluvzradio 947FM - Canada-based Radio Station) 2. 24 June 2020 - Mindanao Daily News Radyo Natin 106.3 FM CDO 3. 22 June 2020 - PTV News Mindanao/Davao 4. 20 June 2020 –(Online Radio Interview with Nanay Anita) Pnoy FM Radio Tokyo 5. 18 June 2020 – (Balita Na, Serbisyo Pa) DWIZ 882 6. 18 June 2020 – (Coffee Break with Henry Uri and Missy Hista) DZRH 1 7. 17 June 2020 –Oras na Pilipinas, 702 DZAS – FEBC Radio 8. 16 June 2020 – Teka, Alas 4;30 na DWIZ 882 9. 13 June 2020 – Kabayani Tallks of the Filipino Channel (TFC) 10.
    [Show full text]
  • Diaspora Philanthropy: the Philippine Experience
    Diaspora Philanthropy: The Philippine Experience ______________________________________________________________________ Victoria P. Garchitorena President The Ayala Foundation, Inc. May 2007 _________________________________________ Prepared for The Philanthropic Initiative, Inc. and The Global Equity Initiative, Harvard University Supported by The William and Flora Hewlett Foundation ____________________________________________ Diaspora Philanthropy: The Philippine Experience I . The Philippine Diaspora Major Waves of Migration The Philippines is a country with a long and vibrant history of emigration. In 2006 the country celebrated the centennial of the first surge of Filipinos to the United States in the very early 20th Century. Since then, there have been three somewhat distinct waves of migration. The first wave began when sugar workers from the Ilocos Region in Northern Philippines went to work for the Hawaii Sugar Planters Association in 1906 and continued through 1929. Even today, an overwhelming majority of the Filipinos in Hawaii are from the Ilocos Region. After a union strike in 1924, many Filipinos were banned in Hawaii and migrant labor shifted to the U.S. mainland (Vera Cruz 1994). Thousands of Filipino farm workers sailed to California and other states. Between 1906 and 1930 there were 120,000 Filipinos working in the United States. The Filipinos were at a great advantage because, as residents of an American colony, they were regarded as U.S. nationals. However, with the passage of the Tydings-McDuffie Act of 1934, which officially proclaimed Philippine independence from U.S. rule, all Filipinos in the United States were reclassified as aliens. The Great Depression of 1929 slowed Filipino migration to the United States, and Filipinos sought jobs in other parts of the world.
    [Show full text]
  • Comparison of Spanish Colonization—Latin America and the Philippines
    Title: Comparison of Spanish Colonization—Latin America and the Philippines Teacher: Anne Sharkey, Huntley High School Summary: This lesson took part as a comparison of the different aspects of the Spanish maritime empires with a comparison of Spanish colonization of Mexico & Cuba to that of the Philippines. The lessons in this unit begin with a basic understanding of each land based empire of the time period 1450-1750 (Russia, Ottomans, China) and then with a movement to the maritime transoceanic empires (Spain, Portugal, France, Britain). This lesson will come after the students already have been introduced to the Spanish colonial empire and the Spanish trade systems through the Atlantic and Pacific. Through this lesson the students will gain an understanding of Spanish systems of colonial rule and control of the peoples and the territories. The evaluation of causes of actions of the Spanish, reactions to native populations, and consequences of Spanish involvement will be discussed with the direct correlation between the social systems and structures created, the influence of the Christian missionaries, the rebellions and conflicts with native populations between the two locations in the Latin American Spanish colonies and the Philippines. Level: High School Content Area: AP World History, World History, Global Studies Duration: Lesson Objectives: Students will be able to: Compare the economic, political, social, and cultural structures of the Spanish involvement in Latin America with the Spanish involvement with the Philippines Compare the effects of mercantilism on Latin America and the Philippines Evaluate the role of the encomienda and hacienda system on both regions Evaluate the influence of the silver trade on the economies of both regions Analyze the creation of a colonial society through the development of social classes—Peninsulares, creoles, mestizos, mulattos, etc.
    [Show full text]
  • In 1983, the Late Fred Cordova
    Larry Dulay Itliong was born in the Pangasinan province of the Philippines on October 25th, 1913. As a young teen, he immigrated to the US in search of work. Itliong soon joined laborers In 1983, the late Fred Cordova (of the Filipino American National Historical Society) wrote a working everywhere from Washington to California to Alaska, organizing unions and labor strikes book called Filipinos: Forgotten Asian Americans, a pictorial essay documenting the history of as he went. He was one of the manongs, Filipino bachelors in laborer jobs who followed the Filipinos in America from 1763 to 1963. He used the word “forgotten” to highlight that harvest. Filipino Americans were invisible in American history books during that time. Despite lacking a formal secondary education, Itliong spoke multiple languages and taught himself about law by attending trials. In 1965, he led a thousand Filipino farm workers to strike Though Filipino Americans were the first Asian Americans to arrive in the U.S. in 1587 (33 against unfair labor practices in Delano, CA. His leadership in Filipino farm worker movement years before the Pilgrims landed on Plymouth Rock in 1620), little was written about the history paved the way for others to follow. Alongside Cesar Chavez, Larry Itliong founded the United of the Philippines or of Filipino Americans in the U.S. Although the U.S. has a long history with Farm Workers Union. Together, they built an unprecedented coalition between Filipino and the Philippines (including the Philippine-American War, American colonization from 1899-1946, Mexican laborers and connected their strike to the concurrent Civil Rights Movement.
    [Show full text]
  • 2116-3514-1-PB.Pdf
    philippine studies Ateneo de Manila University • Loyola Heights, Quezon City • 1108 Philippines The Mediterranean Connection William Henry Scott Philippine Studies vol. 37, no. 2 (1989) 131–144 Copyright © Ateneo de Manila University Philippine Studies is published by the Ateneo de Manila University. Contents may not be copied or sent via email or other means to multiple sites and posted to a listserv without the copyright holder’s written permission. Users may download and print articles for individual, noncom- mercial use only. However, unless prior permission has been obtained, you may not download an entire issue of a journal, or download multiple copies of articles. Please contact the publisher for any further use of this work at [email protected]. http://www.philippinestudies.net Philippine Studies 37 (1989):131-44 The Mediterranean Connection WILLIAM HENRY SCOTT When Magellan's ships and survivors left Philippine waters in 1521 following his death in Mactan, they proceeded to Borneo where, at the mouth of Brunei Bay, they seized a ship commanded by a Filipino prince who fifty years later would be known as Rajah Matanda. He was quietly released after bribing the Spanish commander, but seventeen others of his company were retained for their value as guides, pilots or interpreters or, in the case of three females, for other virtues. One of these was a slave who could speak Spanish or, more accu- rately, "a Moor who understood something of our Castilian language, who was called Pazeculan."l A later account identifies this slave as a pilot and a Makassarese who, "after having been captured and passed from one master to another, had wound up in the service of the prince of L~zon."~His special linguistic proficiency may have been the result of the vicissitudes of his captivity, and so may his faith, since Makassar did not adopt Islam until the next century.
    [Show full text]