Critical Reflection 3

Critical Reflection Paper 3: Theorizing American Occupation in the Philippines, and the Role of Education and American Affairs on Filipino Identity

PWU and UW students gathering for a dialogue on 8/4. Photo cred: Celest C. Danoso, PWU student

I have spent a lot of time this past week thinking about themes of identity construction and nationalism in the midst of American Occupation, and the long term effects the United States and current day issues caused in terms of preserving Filipino culture and identity. What we are learning is that not only are Filipinos being deprived of an accurate and transparent education, they are in a way also being deprived of their identity. One of the possible effects could be people feeling like there is a divide when it comes to preserving culture and Filipino nationalism. Some Filipinos in the Philippines, especially the millennials, are having a high identificationwith American culture and ideas. It becomes evident through social media interaction, marketing, pop culture, music, and entertainment. When we were at the Philippines Women University, there were some students who expressed a high liking and identification with American culture. 

American educational systems has proven to work against identity awareness and preservation in the Philippines, and other parts of the world. Renato Constantino speaks about nationalism in education. Since the beginning of the U.S. involvement, there has been a need of shaping minds, especially of the youth, “to conform to American ideas.” (pg. 179). Adding on the idea of “Filipinos having to be trained as citizens of an American colony”(pg. 180) makes me reflect on the undertone within the dialogue at the U.S. Embassy, and potentially reconfirms how Filipino identity was taken away from Filipino nationalism, and was shifted to American nationalism. As I assess that dialogue last month, I am left wondering to the extent American diplomats are still working towards and with an American nationalistic mindset. 

Authors David and Okazaki bring up another key finding as they note how “exposure to others who display CM manifestations and experiences of racism seem to be positively correlated with the internalization of ethnic or cultural inferiority.” (pg. 249) It leaves me wondering to the extent the media plays a role with cultural inferiority, especially with the younger generation such as the students at PWU. Anne Paulet writes how “American efforts to ‘civilize’ Filipinos might foster consumption of American goods was a side benefit of such a process but did not, therefore, make the process any less for the benefit of the Filipinos.” (pg. 198) One could argue that this may be the case to this very day, and studies between U.S. Diplomats, and their engagement with huge corporate and real estate investments, and the role that Filipino identities play should be reviewed or conducted.

Third Andresen acknowledges in his article that although “miseducation does not automatically lead to self-hatred, it most certainly distorts how people discuss cultural and historical issues.” (pg. 76) While I haven’t ever got a hint of self-hatred in my conversations with Filipinos residing here in the Philippines (it has actually been the exact opposite), I have seen how discussing cultural and historical issues can be rather difficult. Yes, some of which is related to a language barrier, but I feel some Filipinos have been conditioned and educated in a way that makes it hard for them to talk about race, ethnicity, and other topics on identity formation, identity intersectionality, and Filipino history in relation to American occupation and influence. All in all, these conversations that were carried out not only served as a personal learning example, but also further exemplifies the concerns that exist when it comes to Filipino education, identity formation, and social influences that are sourced on a global level. 

Bibliography:

Andresen, T. (2012). Knowledge construction, transformative academic knowledge, and Filipino American identity and experience, In E. Bonus & D. Maramba, (Eds.) The “other” students: Filipino Americans, education, and power. (pp. 65-87). Charlotte, NC: IAP.

Constantino, R. (1982). Miseducation of Filipinos. In A.V. Shaw & L. H. Francia, Vestiges of War (pp. 177-192). New York: New York Press. Mangahas, M., & Perez, P. (2016).

David, E. J. R., & Okazaki, S. (2006). The Colonial Mentality Scale (CMS) for Filipino Americans: Scale construction and psychological implications: A review and recommendation. Journal of Counseling Psychology, 53 (1), pp. 1–16.

Paulet, A. (2007). To change the world: The use of American Indian education in the Philippines. History of Education Quarterly, 47 (2), 173-202.