Project Report - La Trobe University

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From here onwards Follow-on activities Grade 1 student Onjag (Jemesta) Banao concentrates on writing in her notebook. Grade 1 teacher Kasoy (Levemay) Abaggoy (right) takes her pupils through a lesson in Filipino. The young children have almost as much difficulty learning the national language as they do English, since it is not used much in Chananaw. Instead, they predominantly speak their own language, Chinananaw, mixed with some Ilocano, the lingua franca across most of Northern Luzon. The Ichananaw children enter school only knowing a handful of English or Tagalog words, if any at all. As hoped, the project has opened up several opportunities for further activities, both within Chananaw and between the Ichananaw and others. Towards the end of the project we were able to identify the following areas for further work: Taking the educational materials a step further There is potential to develop the existing educational materials further. For example, there is interest within Chananaw to continue the documentation of the tribe’s songs and stories – this will be led by Agom (Arlene) Dawing. There is also the possibility of documenting the melodies of the songs we gathered as part of our project as sheet music – Ichananaw Andrew Tollangao, who has the musical training required to put the melodies on paper, has expressed an interest in doing this. Creating Grade 1 language materials One objective, which we only delved into conceptually due to lack of time, was to create a series of Grade 1 language materials tailored for use in the Dananao Elementary School, inspired by the approach of Dr. Gloria Baguingan’s First <strong>La</strong>nguage Component Bridging Program. The Dananao Elementary School teachers had an opportunity to discuss with Gloria the possibility of collaboration with her to create the materials, at the seminar she delivered during the course of the project. There is scope for a future project to continue developing the language materials where our project left off. Developing the four-way dictionary Due to the lack of time, we were only able to make a start on the dictionary during the five months. We hope to continue developing the dictionary we have already begun over the coming years. Further additions and revisions will be made both in Australia by Maria and the Philippines by the Ichananaw, with communication enabled via the internet.
Publishing for a wider audience? All the materials we produced were intended solely for the use and enjoyment of the Ichananaw. But given the number of requests for copies of the educational materials – the storybooks especially – from people and organizations outside Chananaw, both in Australia and the Philippines, we have begun to investigate the possibility of reproducing the books for a wider audience. First, we are making arrangements with the Ichananaw, Ang Ilustrador ng Kabataan, Ateneo Center for Educational Development and Art Angel Printshop so as to be able to simply reproduce the books noncommercially, but we are also thinking about the option of publishing the books commercially so as to allow the books to reach a wider audience. We would only facilitate a commercial arrangement if it maintained the integrity of all involved, and only with the full approval of everyone concerned. A co-authored ethnography We plan to co-author an ethnographic account of the Ichananaw’s way of life, over the coming years, with certain members of the tribe – Apalis (Ombin) Abaggoy in particular. In addition, the ethnographic account will examine how practices and beliefs are changing over time and how they vary across the geographically-spread Ichananaw communities (specifically, comparing the upland community in Chananaw with the lowland Ichananaws living in <strong>La</strong>cnog and Ipil, Tabuk). Writing will be conducted in both the Philippines and Australia, with communication via the internet. Ethnobotanical documentation Australian botanist David Cameron (Maria’s father) came to the Philippines in May 2009 to visit Chananaw, at our invitation. This allowed David, quite unexpectedly, to initiate an ethnobotanical investigation of the flora and vegetation of the Ichananaw’s ancestral domain. David hopes to develop this project further over coming years. It is envisaged that extended periods of plant identification in Australia alternate with short, intensive field trips to Chananaw. The ultimate objective is to document the Ichananaw’s indigenous plant lore and changing relationship with their environment, against the backdrop of a taxonomically rigorous documentation of the rich and vanishing flora of the Ichananaw’s ancestral domain. This should also furnish educational Indigenizing Education in a Kalinga Public School | 27 One of our many adventures during the visit by Maria’s father David Cameron to Chananaw in May 2009 was a hike to the primary rainforest on the Ichananaw’s ancestral domain. From left to right: Tollangao Onalan, Gaspar Dawing, David Cameron and Apalis (Ombin) Abaggoy. After a delicious lunch, we drank coffee from cups Tollangao fashioned deftly from bamboo with his machete (David holds a cup in his hand), before continuing on to check if any animals had been caught in the fitu traps (large, stone-lined pits dug into the ground and camouflaged with leaves and twigs, for catching wild pigs or deer).
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 and 12: At the forefront of our mind was ou
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: What challenged us? The main challe
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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