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Filipino Teachers’ Identity: Framed by Community Engagements, Challenges for Citizenship Education

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The Palgrave Handbook of Citizenship and Education

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Abstract

This chapter explores how contemporary Filipino teachers’ mandated and voluntary community engagements contribute to the construction of their social identity while positioning their role towards a culturally sensitive citizenship education. The chapter first interrogates the state of citizenship education in the Philippine context with particular attention to the tensions between global and national citizenship education. It then articulates how Filipino teachers’ numerous and continuous civil participation may contribute to the construction of their social identity. The discussion then focuses on how identity, particularly the manner by which this identity is constructed, influences how they deliver citizenship education both in school and in their respective communities. This analysis of teachers’ community engagements draws from data collected in my earlier study entitled “Exploring Filipino teachers’ identity and community engagements” (Redillas, Exploring Filipino teachers’ identity and community engagements. Unpublished dissertation, University of South Australia, Adelaide, 2017). Through cursory historical analysis of how teachers’ community engagements are implicated in a colonization agenda, this chapter establishes how engrained teachers’ community engagements are in the Philippine culture. The chapter proceeds to examine how teachers’ continuing community engagements can position them as critical agents for citizenship education in Philippine society and provide possible links between global and national citizenship education. The chapter concludes by retracing the main arguments of how Filipino teachers’ community engagements facilitate the construction of their social identity and how the experiences drawn from these civic participations contribute to organizing a culturally sensitive citizenship education.

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Authors and Affiliations

  1. University of Santo Tomas, Manila, Philippines

    Stephen Redillas

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  1. Stephen Redillas
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Correspondence to Stephen Redillas .

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Editors and Affiliations

  1. Faculty of Education, Canterbury Christ Church University , Canterbury, UK

    Andrew Peterson

  2. School of Education, University of South Australia , Mawson Lakes, SA, Australia

    Garth Stahl

  3. School of Education, University of South Australia, Mawson Lakes, SA, Australia

    Hannah Soong

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Redillas, S. (2019). Filipino Teachers’ Identity: Framed by Community Engagements, Challenges for Citizenship Education. In: Peterson, A., Stahl, G., Soong, H. (eds) The Palgrave Handbook of Citizenship and Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-67905-1_11-1

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  • DOI: https://doi.org/10.1007/978-3-319-67905-1_11-1

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  • Print ISBN: 978-3-319-67905-1

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