Project Report - La Trobe University

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she said. “I have never been taken care of that way before.” It was during the visit that Cameron and Wise learned of the fears of the Ichananaw elders. “They were concerned that with the younger generations frequently interacting with the outside world, many of the youth no longer know how to sing some of their traditional songs,” she said. Request and invitation The elders requested the couple to help the tribe document its customs and traditions, and a community leader, Fargwog Aga-id, invited them to stay there for a year. Cameron promised to return after completing her stint as a volunteer, and Wise decided to put his studies on hold to work on the project. Said Cameron: “Our skill and interest matched their request.” The goal was to produce books that could also be used at the Dananao Elementary School, where at least 160 Ichananaw children are enrolled. In February 2009, the couple began a fivemonth-long work that introduced them not only to the dedication and enthusiasm of the Ichananaw but also to the willingness of many other volunteers to help a small community preserve its identity. Some 67 people directly contributed to the fieldwork, Cameron said. The project was conducted under the aegis of the Ateneo Center for Educational Development. The couple also received financial support from the group Volunteering for International Development from Australia, which is funded by the Australian Agency for International Development, and from the Philippines-Australia Studies Center at the La Trobe University, where Wise is pursuing his doctoral studies. Indigenizing Education in a Kalinga Public School | 32 But starting the project was not a breeze. Cameron presented the idea to the Ichananaw at a big gathering, and many members of the tribe said they had grown tired of “being used” by volunteer groups. But Cameron detailed the goals of the project and ultimately earned their trust. Oral traditions Dananao Elementary School principal Arlene Dawing said that prior to the project, Ichananaw songs and stories were merely told and retold orally. “We are worried that we cannot stop the influence of modern lifestyles on our younger generations,” she said. Dawing graduated from St. Joseph’s College in Quezon City in 1990. She chose to return to the community to serve, and has been teaching at the school for 17 years. She was among the elders who told Cameron of the stories and songs they learned from their parents—legends explaining how their mountain village was formed, and fables teaching good values like humility and trust. The Australian Embassy funded the printing of the 26 books that include illustrated storybooks, a collection of photos, a compilation of songs, a book authored by one of the elders, and a dictionary of Ichananaw, Filipino and English words. The group Ilustrador ng Kabataan provided the illustrations for free. The storybooks are written in English, Filipino and Ichananaw and, according to Dawing, can be integrated in the language and reading classes of the Dananao Elementary School. Said Australian Charge d’Affaires Stephen Scott: “The project seeks to improve the quality of education provided by the Dananao Elementary School in Kalinga through the provision of educational
materials suited to the needs and culture of its indigenous tribe, the Ichananaw.” The books were launched on Friday as the Australian Embassy celebrated Australia’s National Aborigines and Islander Day Observance Committee Week. Indigenizing Education in a Kalinga Public School | 33 The observance is aimed at commemorating the contributions of indigenous Australians in many fields, the embassy said in a statement.
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 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: Appendix 2. Philippine Daily Inquir
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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