Project Report - La Trobe University
Project Report - La Trobe University
Project Report - La Trobe University
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Fargwog (Daniel) Aga-id, the elder who initially<br />
invited us to help document the tribe’s ‘life<br />
system’, reads over the final draft of one of<br />
the chapters of his book, Annaja Ukali Ta-u,<br />
which we produced as a teachers’ resource for<br />
the Dananao Elementary School teachers.<br />
Indigenizing Education in a Kalinga Public School | 16<br />
Ichananaw’s cultural beliefs and practices and<br />
customary law (consisting of inter-tribal peace<br />
pacts), along with a collection of 34 songs Fargwog<br />
composed, sung and taught to his own pupils<br />
during his 29 years as a teacher in the Dananao<br />
Elementary School.<br />
Ichananaw Songs and Stories<br />
A 272-page, A5-size book compiling all songs and<br />
stories documented during the course of the<br />
project (63 in total). This book includes Fargwog’s<br />
34 songs and the 21 stories that we made into the<br />
series of illustrated Ichananaw Children’s<br />
Storybooks, along with two songs and six stories<br />
not printed elsewhere.<br />
Namamfaru gway imis ru-atana na achu gway bendisyon<br />
(A warm smile opens the door to many blessings)<br />
A 200-page coffee table book comprising a<br />
collection of our photographs, along with a few<br />
taken by Apalis (Ombin) Abaggoy and David<br />
Cameron. The photographs offer a visual account<br />
of the tribe’s current way of life. For the largely<br />
illiterate community, this is likely to be one of the<br />
most important outputs, as the entire community<br />
can enjoy looking through the book. We provided<br />
the school with two copies, so that one can be<br />
stored for the future – hopefully in many years<br />
they can look back and see a snapshot of village life<br />
as it is now.<br />
Towards a Chinananaw-English-Ilocano-Tagalog Dictionary<br />
A first draft of a four-language dictionary and<br />
phrasebook, comprising almost 2,000 words and<br />
phrases documented during the five months. We<br />
will use this as the starting point for further work<br />
towards developing a comprehensive dictionary,<br />
which compares the indigenous language<br />
(Chinananaw) to the two mediums of instruction in<br />
schools (English and Tagalog) and the Cordillera’s<br />
lingua franca (Ilocano), for eventual use in<br />
Chananaw.