This book theorizes a philosophical framework for educational policy and practice in the southern Philippines where decades of religious and political conflict between a minority Muslim community and the Philippine state has plagued the educational and economic development of the region. It offers a critical historical and ethnographic analysis of a century of failed attempts under successive U.S. colonial and independent Philippine governments to deploy education as a tool to mitigate the conflict and assimilate the Muslim minority into the mainstream of Philippine society and examines recent efforts to integrate state and Islamic education before proposing a philosophy of prophetic pragmatism as a more promising framework for educational policy and practice that respects the religious identity and fosters the educational development of Muslim Filipinos. It represents a timely contribution to the search for educational policies and practices more responsive to the needs and religious identities of Muslim communities emerging from conflict, not only in the southern Philippines, but in other international contexts as well.
Tensions between Muslim communities and state institutions are endemic in many parts of the world. For decades successive colonial and independent governments in the Philippines have deployed educational policy as a tool to mitigate one such conflict between Muslims and Christians, a conflict which has claimed more than 100,000 lives since the 1970's. Postcolonial Education and Islamic Identity in the Southern Philippines offers a postcolonial critique of this century-long educational project in an effort to understand how educational policy has failed Muslim Filipinos and to seek insight from their experience into the potential and pitfalls of educational responses to ethnic and religious tensions.
This collection of articles is an eclectic selection of studies of a range of educational situations relating to Muslim populations in different parts of the world. It is intended as a selection and in no way contains any overarching theme, other than illustrating the wide diversity of situations and issues relating to education in Muslim societies. The contributors provide a wide and fascinating range of insights and problems, many of which apply to other communities as well; there is much to be shared and celebrated between ‘east’ and ‘west’, but only with greater understanding. It is hoped this book will contribute something towards that understanding.
Pascal D. Bazzell brings the marginal ecclesiology of a Filipino ecclesial community facing homelessness (FECH) into contemporary ecclesiological conversation in order to deepen the ecumenical understanding of today's ecclesial reality. He contributes relevant data to support a theory of an ecclesial-oriented paradigm that fosters ecclesial communities within homeless populations. There is an extensive dialogue occurring between ecclesiologies, church planting theories or urban missions and the urban poor. Yet the situation with the homeless population is almost entirely overlooked. The majority of urban mission textbooks do not acknowledge an ecclesial-oriented state of being and suggest that the street-level environment is a place where no discipleship can occur and no church should exist. By presenting the FECH's case study Bazzell emphasizes that it is possible to live on the streets and to grow in the faith of God as an ecclesial community. To be able to describe the FECH's ecclesial narrative, Bazzell develops a local ecclesiological methodology that aims to bridge the gap between more traditional systematic and theoretical (ideal) ecclesiology and practical oriented ecclesiology (e.g. congregational studies) in order to hold together theological and social understandings of the church in its local reality. He articulates a theological framework for the FECH to reflect on who they are (the essence of identity studies), who they are in relationship to God (the essence of theological studies), and what that means for believers in that community as they relate to God and to each other in ways that are true to who they are and to who God intends them to be (the essence of ecclesial studies). The research provides a seldom-heard empirical tour into the FECH's social world and communal identity. The theological findings from the FECH's hermeneutical work on the Gospel of Mark reveal an understanding of church being developed as gathering around Jesus that creates a space for God's presence to be embodied in their ordinary relationships and activities and to invite others to participate in that gathering. Moreover, it addresses ecclesial issues of the supernatural world; honor/shame values; and further develop the neglected image of the familia Dei in classical ecclesiology that encapsulates well the FECH's nature, mission and place.
How did Rodrigo Duterte earn the support of large segments of the Philippine middle class, despite imposing arbitrary authority and offering little tolerance for dissent? Has the Filipino middle class, heroes of the 1986 People Power Revolution, given up on democracy? Chasing Freedom retells the history of Philippine democracy, employing a genealogical approach that makes visible the forms of power that have shaped and constrained understandings of democracy. The book traces the attitudes of the Filipino middle class from the beginning of American colonization in 1898, to the present. It argues that democracy in country has been, and continues to be, lived in an ambivalent way a result of the contradictions inherent in Americas imperial project of democratic tutelage. Humiliation of the colonial past fuels the imperative to search for more authentic self-determination; at the same time, Filipinos are haunted by self-doubt over the capacity of its people to correctly manage the freedom that democracy provides. This simultaneous yes and no has persisted after independence in 1946 until today; it is the masterful mobilization of this democratic ambivalence by authoritarian populists like Rodrigo Duterte that helps to explain the effectiveness of their political narratives for middle-class audiences. The Philippines is a bellwether case with lessons of global importance in an age when disenchantment with democracy is on the rise. While ambivalence may result in failure to meet a democratic ideal it may, nevertheless, be one of democracy's safeguards. This work is at the forefront of recent debates about middle class-led democratic backsliding, with scholars unable to reconcile the appeal of authoritarian populists amongst those who have historically been expected to be democracy's vanguard.
• Does the Iglesia ni Cristo really teach that their building will go up in the rapture? • Do they use coercive methods to make sure their members give at least a tithe of their income to the church? • Have confrontational methods of evangelism been effective in reaching them? • Is there a better way? The answers to these and other questions may surprise you. In this groundbreaking and meticulously researched new book, evangelical scholar Dr. Anne Harper, who, with her husband, George, is a Manila based missionary with Action International Ministries. describes the history, teachings, growth and development of the Iglesia ni Cristo since its founding in 1914 and explains why this group has endured for the last 100 years and why it will not likely fade away. Unlike other evangelical publications, Dr. Harper treats the Iglesia ni Cristo with respect and kindness, while being careful not to agree with or endorse their teachings. Thoroughly documented, yet highly readable, this book will go a long way to removing the false stereotypes that many born again Christians have of this group and challenges to rethink our attitudes towards them and respond in a biblical manner. From the Forward
This book calls attention to the sense of powerlessness of everyday people in the Philippines, and to the missional agency of US-based Filipino Protestants. Through a variety of sociological-theological-missiological perspectives, this book guides you to a journey of discovering what kind of power is in play, how the fallen powers can be named and made visible, and then ultimately the ways through which power should be restored. In this process, the voices, perceptions, stories, and insights of US-based Filipino Protestants are referred to. Filipino American Protestants are no longer “forgotten Asians” in the US. Instead, they actively perceive, negotiate, and exercise power in everyday life, and strive to wield their missional agency in response to God’s calling for the transformation of their homeland Philippines, which has been seldom investigated in the academia of Diaspora Missiology and Intercultural Studies.
Learning and identity development are lifetime processes of becoming. The construction of self, of interest to scholars and practitioners in adult development and adult learning, is an ongoing process, with the self both forming and being formed by lived experience in privileged and oppressive contexts. Intersecting identities and the power dynamics within them shape how learners define themselves and others and how they make meaning of their experiences in the world. The series, I Am What I Become: Constructing Identities as Lifelong Learners, is an insightful and diverse collection of empirical research and narrative essays in identity development, adult development, and adult learning. The purpose of this series is to publish contributions that highlight the intimate and intricate connections between learning and identity. The series aims to assist our readers to understand and nurture adults who are always in the process of becoming. We hope to promote reflection and research at the intersection of identity and adult learning at any point across the adult lifespan. The rich array of qualitative research designs as well as autobiographic and narrative essays transform and expand our understanding of the lived experience of people both like us and unlike us, from the U.S. and beyond. Identity and Lifelong Learning: Becoming through Lived Experience, Volume Two of the series, focuses on identity and learning within informal settings and life experiences. The contributions showcase the many ways that identity development and learning occur within cultural domains, through developmental and identity challenges or transitions in career or role, and in a variety of places from assisted living facilities to makerspaces. These chapters highlight identity and learning across the adult lifespan from millennials and emerging adults to midlife and older adults. The authors examine cultural, relational and social identity exploration and learning in international contexts and within marginalized communities. This volume features phenomenological and ethnographic qualitative studies, autoethnographies, case studies, and narratives that engage the reader in the myriad ways that adult development, learning, and identity connect and influence each other. Praise for: Identity and Lifelong Learning: Becoming Through Lived Experience "We all pay lip service to the importance of lifelong learning, but what is it exactly and how does it come about? The connections between identity and learning are intriguing and complex, especially when it comes to adult learners. In this very thoughtfully organized collection, researchers present qualitative and narrative studies, along with personal narratives, to explore identity development in formal and informal learning environments. Contributions from varied cultural contexts, most with powerful and moving stories to tell, provide insight into how identity, meaning-making, and adult learning and development intersect and influence each other. Psychologists, scholars and educators interested in identity development and meaning-making will find inspiration and fresh understanding in this innovative and enlightening series." Ruthellen Josselson Author of Paths to Fulfillment: Women’s Search for Meaning and Identity "This innovative series on adult development is inspiring and substantive. We hear voices from the margins and stories of courage. We read identity-formation narratives by young adults and experienced professionals who share impressive capacities for transparency, vulnerability, and self-reflection. Many of the narratives are embedded in rigorous qualitative research that highlights diverse ways that identity is shaped through social positionality, lived experience, the quest for individuation, and willingness to encounter life as a dynamic learning process." Jared D. Kass, Lesley University Author, of A Person-Centered Approach to Psychospiritual Maturation: Mentoring Psychological Resilience and Inclusive Community in Higher Education