For Whom Is K-12 Education: A Critical Look into Twenty-First Century Educational Policy and Curriculum in the Philippines

2016 ◽  
pp. 207-223 ◽  
Author(s):  
Genejane Adarlo ◽  
Liz Jackson
2018 ◽  
Vol 23 (4) ◽  
pp. 425-436 ◽  
Author(s):  
George Papanastasiou ◽  
Athanasios Drigas ◽  
Charalabos Skianis ◽  
Miltiadis Lytras ◽  
Effrosyni Papanastasiou

Author(s):  
Ricardo D. Trimillos

For the Philippines in the twenty-first century strands of modernity, globalization, and nation are closely interwoven, the result of processes in play during the previous twentieth century. The time period under discussion has two important “bookends”—the close of the Philippine-American War in 1912 and the onset of martial law in 1972, six decades which in this chapter are referred to as the period of Developing Modernity, a duration of relative social and political stability enabling self-reflection upon identity and nation. Philippine commercial music during this time illustrates and informs these processes in play, which is examined through the careers of two female vocalists with national and international reputations, jazz singer Katy dela Cruz and chanteuse Pilita Corrales. Each singer, although part of the same commercial music industry, presents a distinctive trajectory of engagement with nation and culture during the Developing Modernity period. Regarding relevance for the present twenty-first century, each references alternative modernities relative to the international circulation of mediatized music and the globalization of vocalized and gendered bodies. Both argue for cultural continuities within environments of social change.


English Today ◽  
2014 ◽  
Vol 30 (1) ◽  
pp. 63-64
Author(s):  
Joan C. Beal

The Oxford History of English is an updated version of a work whose first edition appeared in 2006. The content is essentially the same as that of the first edition, with the same fourteen chapters covering a chronology stretching from prehistory (‘Before English’, pp. 9–38) to the present (‘Into the Twenty-first Century’, pp. 488–513). Apart from the addition of some post-2006 publications to the references and suggestions for further reading that accompany the chapters, this updating is most obvious in the last chapter, where David Crystal considers, alongside globalization and changes in educational policy, the influence of electronic communication. The latter, in particular, is an area of rapid change: the appended timeline (pp. 514–29) informs us that Twitter was launched in the same year as the first edition of The Oxford History of English was published, and by the time this second edition appeared it had reached 10 million users in the UK.


2021 ◽  
Vol 15 (2) ◽  
pp. 64-84
Author(s):  
Josué Puente ◽  
Stephanie Alvarez

This essay recounts the efforts by various groups throughout Texas with a special emphasis on the Rio Grande Valley to implement Mexican American Studies at the turn of the twenty-first century. We offer a historical timeline of events that demonstrates how the Mexican American Studies course came into existence. We also detail the way in which some Mexican American Studies courses were implemented. In other cases, we describe the way different groups were able to offer professional development to teachers to help them incorporate more Mexican American Studies content in their non-Mexican American studies courses or provide the community with the resources on how to include Mexican American Studies at their school. The common theme throughout is an undeniable resistance and mobilization on the part of many, hundreds, of educators, students, and community members to ensure that the youth do not continue to receive a whitewashed education, to ensure that students receive a more accurate representation of history, culture, language, and literature. In essence, the essay details a very hard-fought battle against White supremacy in the schools at the turn of the twenty-first century in Texas in which Mexican American Studies emerged victorious many steps of the way.


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