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Ysabel Julia M. Ortiz

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Critical Pedagogy

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Author/s:

Ysabel Julia M. Ortiz (National Institute of Education (Singapore) Keywords Junior College Secondary School Jose Rizal curriculum as political text critical pedagogy curriculum as autobiographical/biographical text Introduction Since 1956, Republic Act 1425, otherwise known as the Rizal Law, has mandated the teaching of the life and works of Philippine national hero, Jose Rizal, in all public […]

Ysabel Julia M. Ortiz (National Institute of Education (Singapore)

Keywords
Junior College
Secondary School
Jose Rizal
curriculum as political text
critical pedagogy
curriculum as autobiographical/biographical text

Introduction
Since 1956, Republic Act 1425, otherwise known as the Rizal Law, has mandated the teaching of the life and works of Philippine national hero, Jose Rizal, in all public and private schools, colleges and universities. Why decree Rizal’s ideas of nationhood and citizenship in the Philippine social studies curriculum? Dumol & Camposano’s (2018) textbook The Nation as Project: A New Reading of Jose Rizal’s Life and Works begins with a pithy statement that perhaps expresses the rationale best: “When Jose Rizal was born in 1861, there was no Filipino nation to speak of . . . When Jose Rizal died in 1896, there was still no nation to speak of, but [through his writings, political campaigns, and the reason for his execution] there was a nation to dream of” (p. 3). To examine Rizal’s life and works, therefore, is “to discover who we are and where we might go as a nation” (Dumol & Camposano, 2018, p. 3).

But the Rizal Law’s lofty directive that his works be an “inspiring source of patriotism” to the youth today is thwarted by curricula widely comprised of a reverential reading of Rizal’s life and works (Dumol & Camposano, 2018). As such, his ideas are left decontextualized and are resultantly barren. Without explanation for how Rizal’s ideas emerged amidst the social conditions of his time, a central truth—that the individual’s thoughts and actions bear weight on the ongoing project of the nation—remains veiled from students.

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Barton, Keith C.  (Indiana University) Keywords History Junior College Secondary School Historical Sources Abstract Historical sources are a common feature of history classrooms, but the purpose of using them is not always clear,  and as a result, instructional activities with sources may not be as effective or meaningful as they should be. This lack of […]

Barton, Keith C.  (Indiana University)

Keywords
History
Junior College
Secondary School
Historical Sources

Abstract
Historical sources are a common feature of history classrooms, but the purpose of using them is not always clear,  and as a result, instructional activities with sources may not be as effective or meaningful as they should be. This lack of clarity stems in part from the fact that there are four distinctly different reasons for using sources, and each carries its own implications for classroom practice. These purposes are 1) illustration and motivation; 2) evidence for historical inquiry;  3) visual or textual interpretation; 4) source analysis. By reflecting on how each of these purposes can play a role in the classroom, which kinds of sources are appropriate for each, and where they fit into an overall sequence of instruction, teachers can ensure that their use of sources deepens and extends students’ historical understanding.

All history teachers know they should be using original historical sources—often misleadingly referred to as “primary sources”—but sometimes they are less clear on the purpose of using them. Students encounter original historical sources in textbooks and accompanying exercises, and they may be required to analyze them as part of examinations. But these encounters are not enough to communicate the purpose of including sources in the curriculum, particularly given that they are often difficult to read and understand. In order to have educational value, teachers need to think carefully about why original historical sources are important, and how their purpose affects their use in the classroom.

Perhaps the lack of clarity about sources stems in part from the fact that there is no single reason for including them, and thus no “right” way of have students engage with them. Rather, there are four distinct purposes for using original historical sources, and each carries its own implications for educators. It is important to think through how these purposes differ and what their role might be in the history classroom.

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