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Introduction 1 Notes Introduction 1. Anderson, Imagined Communities, 113–140. 2. Kepel, The Revenge of God, 1–12. 3. DuBois, The Souls of Black Folk. 4. Wilson, “In the Name of the State?” 313–344. 5. For a general account of this phenomenon in colonized societies see Anderson, Imagined Communities. 6. Majul, Muslims in the Philippines. 7. Gowing, Mandate in Moroland. 8. Lucman, Moro Archives. 9. Torrance, “The Philippine Moro,” preface. 10. Jones, “Our Mandate Over Moroland,” 609. 11. Brydon, Postcolonialism, 1. 12. Gandhi, Postcolonial Theory, 4. 13. Brydon, Postcolonialism, 2. 14. Ibid., 4. 15. Loomba, Colonialism/Postcolonialism, 6. 16. Gandhi, Postcolonial Theory, 15. 17. Ibid., 4; Fanon, Black Skin, White Masks. 18. Gandhi, Postcolonial Theory, 16; Memmi, The Colonizer and the Colonized. 19. Gandhi, Postcolonial Theory, 17. 20. Loomba, Colonialism/Postcolonialism, 42. 21. Gandhi, Postcolonial Theory, 168–169. 22. Foucault, The History of Sexuality, Vol. 1, 93. 23. Loomba, Colonialism/Postcolonialism, 9. 24. Mignolo, Local Histories/Global Designs, 104. 25. Ibid., 104, 197; Brydon, Postcolonialism, 19. 26. Mignolo, Local Histories/Global Designs, 97, 104. 27. Silvia Rivera Cusicanqui, “La raiz: colonizadores y colonizados,” in Albo, et al., eds., Violencias Encubiertas en Bolivia, Vol. I., (La Paz: CIPCA-Aruwiyiri, 1993), 31; cited in Mignolo, Local Histories/Global Designs, 199. 28. John Liu, “Towards an Understanding of the Internal Colonial Model,” in Brydon, Postcolonialism, Vol. 4, 1347–1364. 184 ● Notes 29. Liu in Brydon, Postcolonialism, 1353. 30. Ibid. 31. Ibid., 1359. 32. Ibid., 1360. 33. Loomba, Colonialism/Postcolonialism, 32–33. 34. Foster, “The Educational Policies of Postcolonial States,” 3–26. 35. Watson, “Educational Neocolonialism—The Continuing Colonial Legacy,” in Watson, ed., Education in the Third World, 181–200. 36. Osterhammel, Colonialism: A Theoretical Overview, 100–103. 37. Maybury-Lewis, Indigenous Peoples, Ethnic Groups, and the State, 11–13. 38. Said, Orientalism. 39. Pratt, Imperial Eyes. 40. Willinsky, Learning to Divide the World. 41. Altbach, “The Distribution of Knowledge in the Third World: A Case Study in Neocolonialism,” in Altbach and Kelly, eds., 301–330. 42. T. Mende, From Aid to Recolonisation (London: Harrap, 1973), 99; cited in Watson, Education in the Third World, 183. 43. Watson, Education in the Third World, 184. 44. Altbach, “Distribution of Knowledge”; Watson, Education in the Third World, 193–196. 45. Watson, Education in the Third World, 184; James, “The Role of Education in ASEAN Economic Growth: Past and Future,” 215–238. 46. Robert E. Lucas, “Making a Miracle,” Econometrica, 61(2), 270 cited in James, “The Role of Education,” 217. 47. Wilson, “In the Name of the State?” 48. Spivak, “Can the Subaltern Speak?” 292. 49. Altbach, Education and Colonialism. 50. Watson, Education in the Third World. 51. Spivak, “Can the Subaltern Speak?” 292. 52. Loomba, Colonialism/Postcolonialism, 18; Bruckner, The Tears of the White Man, 3–9. 53. Spivak, “Can the Subaltern Speak?” 280. 1 Precolonial Culture and Education in the Southern Philippines 1. Turner and Turner, “Introduction: Images of Mindanao,” 2. 2. Ibid. 3. National Statistical Coordination Board, 1999 Philippine Statistical Yearbook (Makati City: National Statistical Coordination Board, 1999). I have estimated the Muslim population of the region based on the population of the Autonomous Region in Muslim Mindanao, which exceeds 2 million, and the percentages of Muslims in majority Christian provinces given in Costello, “The Demography of Mindanao,” in Turner, et al., Mindanao, 41. Notes ● 185 4. National Statistical Coordination Board, 1–35. 5. Costello, “The Demography of Mindanao,” 54. 6. Matsura, “Contemporary Politics in Mindanao,” in Turner, et al., Mindanao, 149. 7. Coedes, The Indianized States of Southeast Asia. 8. Walters, Early Indonesian Commerce. 9. Francisco, “Sanskrit in Maranao Language and Literature,” 23–48. 10. Tawagon, “The Darangen as a Pre-Islamic Oral Tradition,” 6–56. 11. Ibid., 20. 12. Madale, “A Socio-Cultural Analysis of Radia Indarapatra.” 13. Tawagon, “The Darangen,” 34, 40. 14. Bentley, “The Evolution of Muslim–Christian Relations,” 137. 15. Tawagon, “The Pengampong,” 66. 16. Ibid., 68. 17. Ibid., 64. 18. Saber and Tamano, “Decision-Making and Social Change in Rural Moroland,” 62. 19. Tawagon, “The Pengampong,” 63. 20. Saber and Tamano, “Decision-Making and Social Change,” 17. 21. Tawagon, “The Pengampong,” 42; Baradas, “Ambiguities in Maranao Social Rank Differentiation,” 273–278. 22. Tawagon, “The Pengampong,” 71. 23. Ibid., 124. 24. Sarangani, “Islamic Penetration in Mindanao and Sulu,” 49–73; Majul, Muslims in the Philippines, 68. 25. Majul, Muslims in the Philippines, 68. 26. Ibid., 76. 27. Ibid., 77–78. 28. Ibid., 50. 29. Sarangani, “Islamic Penetration,” 61–62. 30. Majul, Muslims in the Philippines, 84. 31. Ibid., 54. 32. Mednick, “Encampment of the Lake,” 129, 139. 33. Saber, “Foreword,” Darangen, Vol. 1, 4. 34. Ibid. 35. Coronel, “Introduction,” Darangen, Vol. I, 6–16 and personal communication, 1992. 36. Martin, Reclaiming a Conversation, 180. 37. Darangen, Vol. VIB, 9. 38. Darangen, Vol. 1, 43–53. 39. Darangen, Vol. VIA, 141–144. 40. Darangen, Vol. VIA. 41. Darangen, Vol. VIB, 21. 42. Darangen, Vol. VIA, 144. 43. Darangen, Vol. VIA, 141–143. 44. Darangen, VIB, 2. 186 ● Notes 45. See Majul, Muslims in the Philippines. 46. Ibid., 45, 105. 47. Ibid., 64, 395. 48. Cited in ibid., 105. 49. Ibid., 114, 441. 50. Mastura, “Assessing the Madrasah,” 6–7. 51. Foreman, The Philippine Islands, 148. 52. Majul, Muslims in the Philippines, 108–109. 53. Bliss, The Annual Report of the Governor, 28–29. 54. Boransing, Magdalena and Lacar, The Madrasah Institution, 10. 55. Ibid.; Majul, Muslims in the Philippines, 115. 56. Gowing, Mandate in Moroland, 63. 57. Cited in ibid., 302. 58. Boransing et al., The Madrasah Institution, 12. 59. Mastura, “Assessing the Madrasah,” 7. 60. Saleeby, Sulu Reader for the Public Schools, ii. 61. Cameron, “The Schools of Moroland,” 35–36. 62. Majul, Muslims in the Philippines, 105. 63. Constantino, The Philippines. 64. Michael O. Mastura, “Administrative Policies Towards the Muslims in the Philippines: A Study in Historical Continuity and Trends,” Mindanao Journal 3, no. 1 (July–September, 1976): 98–113. 65. Foreman, The Philippine Islands, 133; Dery, The Kris in Philippine History, 131–133. 66. Foreman, The Philippine Islands, 133. 67. Majul, Muslims in the Philippines, 121. 68. Mastura, “Assessing the Madrasah,” 99. 69. Ibid. 70. Ibid. 71. Majul, Muslims in the Philippines, 182. 72. Foreman, The Philippine Islands, 131. 73. Dery, The Kris in Philippine History, 142. 74. Majul, Muslims in the Philippines, 183. 75. Ibid., 280–285. 76. Ibid., 320–321, 354. 77. Esteban, “Amaipacpac: 19th Century Maranao Hero,” 14–25. 78. Majul, Muslims in the Philippines, 368–370. 79. Mastura, “Assessing the Madrasah,” 105. 80. Mallat, The Philippines, 206–207. 81. Foreman, The Philippine Islands, 162. 82. Quoted in Majul, Muslims in the Philippines, 346. 83. Ibid., 347. 84. Mallat, The Philippines, 29, 39. 85. Dery, The Kris in Philippine History, 143. 86. Majul, Muslims in the Philippines, 408–409. Notes ● 187 87. See, for instance, Bazaco, History of Education in the Philippines (Spanish Period, 1565–1898), or Estioko, History of Education. 88. Bazaco, History of Education in the Philippines, 3; Estioko, History of Education, 163. 89. Schwartz, “Filipino Education and Spanish Colonialism,” 203. 90. Bazaco, History of Education in the Philippines, 49, 54. 91. Ibid., 39, 59. 92. Estioko, History of Education, 166. 93. Schwartz, “Filipino Education,” 204. 94. Zaide and Zaide, eds., Documentary Sources of Philippine History, Vol. 6, 134–136 and Vol. 7, 240–241. 95. Mallat, The Philippines, 434. 96. Foreman, The Philippine Islands, 192. 97. Zaide and Zaide, Documentary Sources in Philippine History, Vol. 7, 178. 98. Bazaco, History of Education in the Philippines, 198–199. 99. Isidro, The Philippine Education System, 10. 100. Ibid., 15. 101. Schwartz, “Filipino Education,” 202. 102. Bazaco, History of Education in the Philippines, 224. 103. Ibid., 339. 104. Zaide and Zaide, Documentary Sources in Philippine History, Vol. 8, 158. 105. Schwartz, “Filipino Education,” 203. 106. Bazaco, History of Education in the Philippines, 158. 107. Schwartz, “Filipino Education,” 206, 215, 217. 108. Estioko, History of Education: A Filipino Perspective, 186. 109. Manuel Buzeta, Diccionario Geografico, Estadistico, Historico de las Islas Filipinas, Vols. 1 and 2 (Madrid, 1851); J.P. Sanger, Census of the Philippines, 1903, Vol. 3 (Washington, D.C., 1905), 591 cited in Schwartz, “Filipino Education,” 205. 110. Bazaco, History of Education in the Philippines, 228–229. 2 Pedagogical Imperialism 1. Adams, Education for Extinction; Spring, The Cultural Transformation of a Native American Family and Its Tribe, 1763–1995: A Basket of Apples. 2. Karnow, In Our Image: America’s Empire in the Philippines. 3. Brands, Bound to Empire: The United States and the Philippines, 60–84. 4. Lardizabal, Pioneer American Teachers and Philippine Education; Pecson and Racelis, Tales of the American Teachers in the Philippines; Suzuki, “American Education in the Philippines,” Gleeck, Americans on the Philippine Frontiers, 42–100. 5. The 13 Islamicized ethno-linguistic groups of the southern Philippines were dubbed Moros by Spanish colonizers in the sixteenth century after the Muslim “Moors” of north Africa whom the Spanish had only recently driven
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