DOCSLIB.ORG

An: on Ilokano Language, Identity, And

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

PAKA(SARITA)AN: ON ILOKANO LANGUAGE, IDENTITY, AND HERITAGE EDUCATION A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI‘I AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN EDUCATION MAY 2012 By Julius Bajet Soria Dissertation Committee: Patricia Halagao, Chairperson Margaret Maaka Helen Slaughter Doris Christopher Aurelio Agcaoili John Mayer Keywords: Ilokano, heritage language, education, social justice ii © 2012 Julius Soria iii DEDICATION To the heritage learners of Ilokano all over the world, my late grandparents Candido, Tomasa, Emilio, and Macaria, my late uncle Lt. Col. Fernando H. Bajet, my parents Antonio Carpio Soria and Patricia Bajet Soria, and my siblings Carmen and Trixia. iv ACKNOWLEDGEMENTS My journey in the doctoral program and the completion of this dissertation would not have been possible without the support and guidance of many individuals. Dios ti agngina iti Dios a Namarsua for making all things possible. To my dear parents, Antonio and Patricia Soria, for their unconditional love and planting in me the seed of hardwork, humility, and strong work ethic. They have always served as my inspiration. I am equally indebted to my siblings, Carmen and Trixie, for their constant encouragement and support. Thank you to my aunt Caridad “Caring” Soria Dar and her late husband, Honorio “Canor” Dar for paving the way for my family to come to this great country of the United States. I want to thank my dissertation chair, Dr. Patricia Halagao, for continually pushing me and keeping me on track and organized. I would like to thank each of my committee members for taking the time out of their busy schedule to read and comment on this dissertation: Dr. Helen Slaugther, Dr. Doris Christopher, Dr. Margaret Maaka, Dr. Aurelio Agcaoili, and Dr. John Mayer. I value the relationship and wisdom that you have shared with me. My sincerest gratitude to Dr. Aurelio Agcaoli for making himself available after office hours, offering his freshly brewed coffee, and answering any of my query on my methods and methodology. Thank you for listening to my frustrations at times and being a true “manong.” I would also like to extend my thanks to the Department of Indo Pacific Languages and Literatures and the College of Languages, Linguistics, and Literature for granting me a much needed study leave in Spring 2011 to do my data collection. My appreciation also goes to Dr. John Mayer, my deparment chair and university representative, JoAnn Espinueva, Sandra Takeo, and the student assistants in the department. Thank you to Liane Yoshitsugu, Desi Ray Deluze, Raelyn Batacan, and Tessa Medeiros. During my graduate careers, I have had the opportunities to be involved in two innovative grants that addressed the needs of minority students, which paved the way for the offering of Ilokano language classes at Nakem High School. Thank you to Dr. Kathryn Davis of the Department of Second Language Studies for allowing me to be a part of the SHALL project. Likewise, to my UH Manoa GEAR UP family, especially to Dr. Roderick Labrador, for believing in the work that we do. Thank you for taking interest in me as a scholar and a person. I offer sincere appreciation to a group of friends who listened and provided support as I worked toward this dissertation: Dr. Eva Rose Washburn-Repollo, Dr. Pia Arboleda, and Denise Ah Sue. I extend my appreciation to Dr. Washburn-Repollo for sharing with me her doctoral journey. To my good friends Agnes Malate and Adrianne Guerero for all their initial feedback and proofreading various drafts of my proposal and dissertation. v I am deeply indebted to the students and teachers who participated in this project. Thank you for sharing your stories. Your stories continue to inspire me. I am indebted to the principal of Nakem High School and the Hawai‘i Department of Education for welcoming and supporting this study. To my UH Manoa Timpuyog family for always inspiring and routing for me to finish this dissertation. I am grateful to my faculty co-advisor and colleague, Clemen Montero, for always reminding me to “take a deep breath.” I am very grateful to my former colleagues in the Ilokano Language Program and mentors, Dr. Josie Clausen and Professor Prescila Espiritu, for encouraging me to pursue graduate school while working as an Ilokano lecturer. I am indebted to Manang Precy for introducing me to the Ilokano Language Program which dates back to 1996. To my kagungloan, gagayyem, ken papagayam in Gumil-Hawai‘i and Timpuyog Dagiti Mannurat nga Ilokano Global (TMI-Global) for your prayers and Ilokano wisdom. To my friends, mentors, and co-barangay leaders from Sariling Gawa Youth Council, Inc. for your friendship and giving me the space to empower the Filipino youth in Hawai‘i. To all my family members, relatives, and teachers in the Ilocos for all their love and prayers. To Michael Sana, Lucianne Pukahi, Christopher Mallanao, Almond Jaye Ereno, Calvin Rilveira, Joyce Transfiguracion, and Diana Valencia. And finally to all my Ilokano students, past and present, for sharing your stories with me. You make teaching rewarding and enjoyable! Dios ti agngina kadakayo amin! Agbiag ni Ilokano! vi ABSTRACT This study documented Ilokano as a heritage/community language in Hawai‘i, focusing on Ilokano heritage learners at a public high school in urban Honolulu. The indigenous Ilokano word pakasaritaan (paka + sarita + an) contextualizes and frames this study to produce the body of knowledge on Ilokano heritage learners in Hawai‘i. In putting together the sarita (stories) of the five Ilokano informants in this study, I engaged in saritaan (talk story) with the students to uncover their sarita in the context of their experiences at home, school, community, and with their peers to arrive at their pakasaritaan or their history. The intersection between sarita and pakasaritaan invokes/summons the other, hence, the story in history and history in the story. The findings revealed that the students’ experiences were rich and multi-layered. The immigrant home was the core of the students’ stories that planted the values of hard work and education. The results also showed (dis)connects between home and the school culture in the lives and education of these students. Offering Ilokano language to the heritage learner affirmed the cultural capital of the home, but more importantly, acknowledged the language and heritage rights of a marginalized group in spite of mainstream and hegemonic practices. This study extends the scholarship of heritage language learning from a uniquely Ilokano and youth perspective. It contributes to research methodologies by developing culturally appropriate protocols that respect and celebrate the stories of marginalized groups to work toward linguistic pluralism and social justice. The sarsarita (stories) combined lead us to larger conversations, pakasaritaan about diversity, language education, and minority rights. Finally, implications from this study and recommendations for pedagogy are discussed. vii TABLE OF CONTENTS ACKNOWLEDGEMENTS ...................................................................................................iv ABSTRACT ...........................................................................................................................vi LIST OF TABLES .................................................................................................................x LIST OF FIGURES ...............................................................................................................xi CHAPTER 1 ..........................................................................................................................12 PAKAUNA: INTRODUCTION ...............................................................................12 Centering the “I” in Ilokano .......................................................................................12 Context of the Study ..................................................................................................18 Problems to be addressed ...........................................................................................19 Research Questions ....................................................................................................23 Significance of the Study ...........................................................................................24 The “I” in Ilokano: An Insider Researcher ...............................................................26 Memories of the homeland: Santa is the river / The river is Santa ...............29 Immigrant Experiences as Stories ..................................................................32 Undergraduate Years .....................................................................................34 Graduate School .............................................................................................35 As a Language Teacher ..................................................................................36 CHAPTER 2 ..........................................................................................................................39 REPASO TI LITERATURA: REVIEW OF LITERATURE ...............................................39 Ilokano: The Language of Diaspora .........................................................................39 Language Policies in the Philippines Affecting Immigration ....................................45 Overview of Language Policies in the U.S. ...............................................................47
Recommended publications
  • POPCEN Report No. 3.Pdf

    POPCEN Report No. 3.Pdf

    CITATION: Philippine Statistics Authority, 2015 Census of Population, Report No. 3 – Population, Land Area, and Population Density ISSN 0117-1453 ISSN 0117-1453 REPORT NO. 3 22001155 CCeennssuuss ooff PPooppuullaattiioonn PPooppuullaattiioonn,, LLaanndd AArreeaa,, aanndd PPooppuullaattiioonn DDeennssiittyy Republic of the Philippines Philippine Statistics Authority Quezon City REPUBLIC OF THE PHILIPPINES HIS EXCELLENCY PRESIDENT RODRIGO R. DUTERTE PHILIPPINE STATISTICS AUTHORITY BOARD Honorable Ernesto M. Pernia Chairperson PHILIPPINE STATISTICS AUTHORITY Lisa Grace S. Bersales, Ph.D. National Statistician Josie B. Perez Deputy National Statistician Censuses and Technical Coordination Office Minerva Eloisa P. Esquivias Assistant National Statistician National Censuses Service ISSN 0117-1453 FOREWORD The Philippine Statistics Authority (PSA) conducted the 2015 Census of Population (POPCEN 2015) in August 2015 primarily to update the country’s population and its demographic characteristics, such as the size, composition, and geographic distribution. Report No. 3 – Population, Land Area, and Population Density is among the series of publications that present the results of the POPCEN 2015. This publication provides information on the population size, land area, and population density by region, province, highly urbanized city, and city/municipality based on the data from population census conducted by the PSA in the years 2000, 2010, and 2015; and data on land area by city/municipality as of December 2013 that was provided by the Land Management Bureau (LMB) of the Department of Environment and Natural Resources (DENR). Also presented in this report is the percent change in the population density over the three census years. The population density shows the relationship of the population to the size of land where the population resides.
  • Tagalog Author: Valeria Malabonga

    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.
  • Madison City High Schools

    Madison City High Schools

    2015 2016 Curriculum Catalog Dr. Dee Fowler Superintendent Madison City Schools 0 Madison City Schools Curriculum Catalog 2015-2016 Madison City Schools Vision and Mission ........................................................................... 2 Process of Scheduling ......................................................................................................... 3 Points of Academic Interest ................................................................................................. 4 Advanced Placement Honors/PreAP ACCESS Distance Learning Program Procedures Related to Grades and Credits .......................................................................... 5 Deficiencies Partial Completion Transfer Students Transfer of Grades into System Early Completion Graduation Participation Selection of Valedictorian and Salutatorian NCAA Requirements for College Athletes Grading Scale Graduation Requirements ................................................................................................... 8 Frequently Asked Questions ........................................................................................... …13 Courses and Course Descriptions ......................................................................................15 The ACADEMIES OF CAREER TECHNOLOGY ....................................................................16 Medical Biomedical Health Science Emergency Medical Technician Engineering Business Business Management and Administration Marketing Arts, A/V Technology (JCHS)
  • Language Specific Peculiarities Document for Tagalog As Spoken In

    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.
  • The Lexical Trend of Backward Speech Among Filipino Millenials on Facebook

    The Lexical Trend of Backward Speech Among Filipino Millenials on Facebook

    International Journal of English and Comparative Literary Studies Website: https://bcsdjournals.com/index.php/ijecls ISSN: 2709-4952 Vol.1, Issue 1, 2020 The Lexical Trend of Backward Speech among Filipino Millenials on Facebook Bethany Marie Cabantac-Lumabi1 1 Far Eastern University – Manila, Philippines Article Info Abstract Article history: Purpose: This study is an attempt to understand how Millenials use backward Received 05 September 2020 speech on their Facebook statuses and how their lexicon is incorporated into Revised 16 November 2020 a grammar of novel items in English in the Philippines. Accepted 18 November 2020 Methodology/ Approach: Facebook statuses with the two trending backward speeches such as “lodi” and “werpa” are the inputs of this study since they Keywords: top the list of more than 20 Tagalog slang words for everyday use of modern Optimality Theory, Filipinos. Through the Optimality Theory (Mc Carty, 2007; Prince & Internet Neologisms, Smolensky, 2004) process and lexical analysis, these backward speeches were Philippine English classified by literature as speech disguise, joke, and euphemism, while the hashtags are basically tags used to categorize conversations between users. Paper Type : Findings: Despite its limitations, the results of the study describe and record Research Article a different form of Philippine English on Facebook that occurs from the Corresponding Author: optimal satisfaction of conflicting constraints. Evidently, the #werpa and #lodi are more contemporary and considerable internet slang (e.g. backward Bethany Marie Cabantac- speech) for Philippine Millenials, who are active on posting their Facebook Lumabi statuses to enhance group exclusivity. Its meanings are based on the context of the Facebook posts rooted in social connections.
  • IDENTIMRS Hawaii; *Ilocano

    IDENTIMRS Hawaii; *Ilocano

    DOCUMENT MUNE ED 206 189 FL 012 493 AUTHOR Opinaldo, Eulanda; And Others TITLE Ilokano Language Program Guide. TNSTITOTION Hawaii State Dept. of Education, Honolulu.Office of Instructional Services. PUB DATE Jun 81 NOTE 163p. LANGUAGE English: Ilocano !DRS PRICE MR01/PC07 Plus Postage. DESCRIPTORS Cultural Education: Educational Objectives; Elementary Secondary Education: Hawaiians; Lesson Plans: Malayo Polynesian Languages: *Second Language Instruction: State Curriculum Guides; *Teaohing Guides: Teaching Methods IDENTIMRS Hawaii; *Ilocano ABSTRACT This guide expresses the philosophy, goals,and objectives, and outlines the scope and sequence ofIlocano language instruction at various levels for the public schoolsof Hawaii. It serves as a resource document for theteacher of Ilocano in that it identifies essential skills, suggests areas ofemphasis, points out possible problem areas, and proposes solutions tothose problems. It also presents a short history of the Ilocanolangua de, its phonology and grammar, selected language teaching andevaluation strategies, and an outline of the curriculum for LevelsI and II. he four appendices include the grammar of Ilocano, asample lesson, useful classroom expressions, and references. (Author/AMH) ***************************,******************************************* * * Reproductions supplied by EDRS are the best that canbe made * * from the original document. *********************************************************************** \*. SPANISH Cn rn "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED
  • Nutrition of Horses and Mules ^ Fundamentalh^ Are Not Unlike Those of Other Domestic Livestock

    Nutrition of Horses and Mules ^ Fundamentalh^ Are Not Unlike Those of Other Domestic Livestock

    NUTRITION OF HORSES AND MULES by Ear! B. Krantz and S. R. Speelman ^ I H t first part of this article deals with the nutritional requirements of horses insofar as these have been determined; actually, there has not been very much experimental work in this field. The second part discusses practical feeding under different conditions, including suggested rations and the use of concentrates, roughage, and mineral supplements. THE PRINCIPLES of the nutrition of horses and mules ^ fundamentalh^ are not unlike those of other domestic livestock. Thus^ for body building and maintenance, for growth, and for production, the horse and mule have need for protein, carbohydrates, fats, minerals, and vitamins, much as these essentials are required for similar vital processes by cattle, sheep, swine, and poultry. The relative importance of the various nutrients and the quantities required by horses and mules are, however, not the same as for the other farm animals. Nor do the requirements of horses and mules necessarily remain the same from day to day or from period to period. The stage of life, the kind and degree of activity, climatic conditions, the kind, quality, and amount of feed, the system of management, the health and individuality of the animal, and perhaps other equally important factors are all continually exerting a pow^erful influence in the deter- mination of nutritive needs. How^ well the individual feeder or experi- menter understands, anticipates, interprets, and meets these require- ments usually determines the success or failure of the ration and of horse or mule keeping. The present discussion of the nutritive requirements of horses and mules considers the subject briefly from the standpoints of adequacy of rations, feed economies, and feeding practices.
  • Interweaving Indigenous Philippine Dance and Music and Western Classical Music for Recovery and Wellbeing

    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.
  • A Study of the Philippine Values Education Programme (1986-1993)

    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.
  • Issue 469 Motor Mouths: Country in Detroit “Detroit: Cars and Rock ‘N’ Roll

    Issue 469 Motor Mouths: Country in Detroit “Detroit: Cars and Rock ‘N’ Roll

    October 12, 2015, Issue 469 Motor Mouths: Country In Detroit “Detroit: Cars and Rock ‘n’ Roll. Not a bad combo.” Nice, Kid Rock. But what are either without radio? Motor City call letters including WCSX, WRIF, WOMC, WKQI, WJR, WWWW and WYCD have become famous over the years with help from Rock and Roll Hall of Famers Steve Kostan and Arthur Penhallow, National Radio Hall of Famers Dick Purtan, J.P. McCarthy, Steve Dahl and Howard Stern, and Country Radio Hall of Famer Dr. Don Carpenter, to name a few. Not a bad pedigree. PPM market No. 12 is changing, though, especially with respect to Country. For starters, CBS Radio’s WYCD got its first direct challenger in four years when Cumulus Adult Hits WDRQ adopted the company’s Nash brand in late 2013 (Breaking News 12/13/13). And just a few weeks ago Carpenter ended his 10- year WYCD morning run, which led to other on-air changes at the station (CAT 8/5). Country Aircheck details some of those and checks WDRQ’s progress here. Write On: Rosanne Cash, Mark James, Even Stevens On The Market: Detroit – Rust Belt city or city on a and Craig Wiseman were inducted into the Nashville comeback? “Detroit is on a great comeback, but there was a time Songwriters Hall Fame last night (10/11) at the 45th Anniversary Hall of Fame Gala held at the Music City where people moved out of the market,” says Center. Pictured l-r: NaSHOF Board Chair Pat Alger, James, WYCD OM/PD Tim Roberts.
  • Learning from Women and Children, Educ~Ting the Scholars and the Ordinary Man on the Street: the Filipino Nursery Rhymes

    Learning from Women and Children, Educ~Ting the Scholars and the Ordinary Man on the Street: the Filipino Nursery Rhymes

    LEARNING FROM WOMEN AND CHILDREN, EDUC~TING THE SCHOLARS AND THE ORDINARY MAN ON THE STREET: THE FILIPINO NURSERY RHYMES Mario L. Cuezon Filipino and Western scholars have done research on our legends, myths, fables, riddles, proverbs, songs, and epics. A handful of scholars have included nursery rhymes in their study of the folklore of a region. In the main, however, interest in the collection and/or preservation of Filipino folk nursery rhymes - lullabies, counting songs, pronunciation poetry, singing games and teasing songs - is not evident. As a result, our nursery rhymes are excluded from academic discourse. While a survey revealed that samples of nursery rhymes have been collected from among the Tagalog, Gaddang, Bicol, Blaan, Antique, MandayalMansaka, Maranao, Capiz, and Pangasinense, there is a need to gather samples of nursery rhymes from other language groups in order to compare and analyze the various rhymes, some of which may be pre­ Hispanic in origin. Why not consider the haunting l1i IIi Tulog Anay of the I1ongos as the national lullabye and some other poems as national teasing songs? If songs like Sarong Banggi of the Bicolanos, Atin Cu Pung Singsing of the Pampangos, Manang Biday and Pamulinawen of the llocanos, Dandansoy of the Cebuanos, are taught in our schools, why not lullabies, counting songs, singing games, teasing songs? But first, our scholars and teachers should learn the importance of nursery rhymes. Secondly, the rhymes have to be gathered from the children ofyesterday and the mothers and fathers of today. The nursery rhyme is a literary form we learn from women and children or from our childhood.
  • Inclusion and Cultural Preservation for the Ifugao People

    Inclusion and Cultural Preservation for the Ifugao People

    421 Journal of Southeast Asian Human Rights, Vol.2 No. 2 December 2018. pp. 421-447 doi: 10.19184/jseahr.v2i2.8232 © University of Jember & Indonesian Consortium for Human Rights Lecturers Inclusion and Cultural Preservation for the Ifugao People Ellisiah U. Jocson Managing Director, OneLife Foundation Inc. (OLFI), M.A.Ed Candidate, University of the Philippines, Diliman Abstract This study seeks to offer insight into the paradox between two ideologies that are currently being promoted in Philippine society and identify the relationship of both towards the indigenous community of the Ifugao in the country. Inclusion is a growing trend in many areas, such as education, business, and development. However, there is ambiguity in terms of educating and promoting inclusion for indigenous groups, particularly in the Philippines. Mandates to promote cultural preservation also present limits to the ability of indigenous people to partake in the cultures of mainstream society. The Ifugao, together with other indigenous tribes in the Philippines, are at a state of disadvantage due to the discrepancies between the rights that they receive relative to the more urbanized areas of the country. The desire to preserve the Ifugao culture and to become inclusive in delivering equal rights and services create divided vantages that seem to present a rift and dilemma deciding which ideology to promulgate. Apart from these imbalances, the stance of the Ifugao regarding this matter is unclear, particularly if they observe and follow a central principle. Given that the notion of inclusion is to accommodate everyone regardless of “race, gender, disability, ethnicity, social class, and religion,” it is highly imperative to provide clarity to this issue and identify what actions to take.