Project Report - La Trobe University

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How we did it <strong>Project</strong> methodology Maria sits with the ‘tools of the trade’ beside her: paper, notebook, pen, hip bag with voice recorder, and a cup of very sweet, hot coffee. Kasoy (Levemay) Abaggoy reviews the first draft of Filluruu, the first oral story we documented in writing. The story was retold by Kasoy’s mother, Fai (Ernesta) Aga-id. Beside Kasoy, her son Ayfa (Edmar) Abaggoy gives a big smile. In terms of geographical location, we split ourselves across the two main locations where we needed to be to conduct the project. Maria was based in Chananaw and Edwin in Manila, though we both spent short stints in provincial centers like Bontoc, Tabuk and Baguio. Also, Edwin spent a total of six weeks in Chananaw and Maria spent a total of five weeks in Manila. Refer to the project schedule at Appendix 1 for further details as to where each of us was located through the course of the project and the general focus of our work at each stage. As well as managing the project overall (including preparing all applications and proposals associated with the project), Maria focused on working within the community of Chananaw itself, conducting most of the ethnographic fieldwork, primary data collection and community engagement aspects of the work. All of this was done hand-in-hand with participating community members. Meanwhile, Edwin was based in Manila to gather all materials from external sources, to liaise with project partners and to coordinate the input of the Ang Ilustrador ng Kabataan artists for storybook illustrations. However, we both helped each other out in our respective areas of work and ‘filled in’ for each other on many occasions. As well as being flexible regarding our respective roles, we approached the entire project with a very flexible, open mind – regarding timing (within the confines of our overall five-month project timeframe), the actual content of the project, the people involved, communications with the various project partners and stakeholders, and our methods of carrying out the work itself.
At the forefront of our mind was our wish to respect the community itself, and to honor the invitation to be in Chananaw in the first place – we wanted to do what we’d been invited to do, without bowing to external pressures or expectations. We also tried our best to be as open and transparent as possible about our intentions and our activities with the community. This included explaining our project during our first week in Chananaw at a large community meeting, and also having a community-wide project presentation in our final week, where we explained exactly what we had done in the five months and presented the Dananao Elementary School with the educational materials we had made. Maria listens to an elder, Peter Bakidan, reflect on some of his life experiences, in the front yard of our host family’s home. All data collection took place in informal settings like this. Indigenizing Education in a Kalinga Public School | 11 Agom (Arlene) Dawing looks over her two youngest children Akunay (Greziel Dee) Dawing and Karen (Irish Grace) Dawing while Apalis (Ombin) Abaggoy sits nearby reading through a draft of Annaja Ukali Ta-u, the book written by tribal elder Fargwog (Daniel) Aga - id.
Page 1 and 2: Project Report Indigenizing Educati
Page 3 and 4: Chananaw is surrounded by terraced
Page 5 and 6: Once upon a time… Project backgro
Page 7 and 8: The project at a glance Timeframe P
Page 9: Arranging support Obtaining funding
Page 13 and 14: Maria drafted the written English t
Page 15 and 16: The tangible results Project output
Page 17 and 18: The intangible results Project outc
Page 19 and 20: issues. It is possible that the net
Page 21 and 22: Thank yous and goodbyes Project han
Page 23 and 24: Friends first Probably the single m
Page 25 and 26: What challenged us? The main challe
Page 27 and 28: Publishing for a wider audience? Al
Page 29 and 30: Appendices Project schedule and pro
Page 31 and 32: Appendix 2. Philippine Daily Inquir
Page 33 and 34: materials suited to the needs and c
Page 35 and 36: culture, language, traditional poli
Page 37 and 38: Appendix 4. Connect Magazine articl
Page 39 and 40: centers and pre-schools across the

Project Report - La Trobe University

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