Project Report - La Trobe University

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Creating the Ichananaw Children’s Storybooks An example of the process involved in making one of the indigenized educational materials Chumanay (Elisa) Dawing (center) retells the tale of Majagwon and Fasnî. Her daughter-in-law Agom (Arlene) Dawing (far right) translates the story orally from Chinananaw to English. Maria (second from left) documents Agom’s English translation. Chumanay’s granddaughter Monique (Marriel Lyn) Dawing (left) and husband Maglim (Jose) Dawing (near right) listen to her story. For each story, the Ichananaw storyteller told the story orally in either English or Chinananaw (the Ichananaw’s indigenous language), usually over a cup of coffee in their home, on the porch, or in the front yard. All storytelling took place in informal settings, and was usually either voluntarily offered by the storyteller or followed our or a fellow Ichananaw’s request for a particular story. Some stories were told by young children who had heard them from their parents or grandparents, but most were told by adults. If told in Chinananaw, an Ichananaw friend, relative or companion translated the story orally paragraph by paragraph as it was told. Maria noted down by hand the oral English version of the story as it was told, and sometimes we used a digital voice recorder (to be used for reference purposes only).
Maria drafted the written English text based on the oral retelling of the story. This was then reviewed by Agom (Arlene) Dawing or Apalis (Ombin) Abaggoy in Chananaw. The English written versions for about two thirds of the stories were translated into Chinananaw and Tagalog by members of the tribe, including by several of the schoolteachers. All Chinananaw translations were then reviewed by either Agom or Apalis. Next, members of the Ateneo de Manila <strong>University</strong> community edited or created the Tagalog versions, through the coordination of Carmela Oracion and the Ateneo Center for Educational Development. Maria edited and compiled the different translations of each story. Indigenizing Education in a Kalinga Public School | 13 Apalis (Ombin) Abaggoy (left) and Agom (Arlene) Dawing (center) work hard to translate the stories from English to Chinananaw. Agom’s husband Gaspar Dawing (top) helps Agom to find the best Chinananaw words for the English terms. Fâ-ras (Lucas) Badong (left) tells the story of The Marriage of Fanna and Ragkunagwa. Apalis (Ombin) Abaggoy (center) translates the oral story from Chinananaw to English while Maria (right) writes down the English version. Apalis carries his sleeping son in his arms and Fâ-ras his sleeping granddaughter on his back.
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 and 10: Arranging support Obtaining funding
Page 11: At the forefront of our mind was ou
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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