Active Outline

General Information

Course ID (CB01A and CB01B)
ASAM D030.
Course Title (CB02)
Filipinx American History and Culture
Course Credit Status
Credit - Degree Applicable
Effective Term
Fall 2023
Course Description
This introduction to historical and contemporary Filipinx American experiences will survey social, political, and cultural influences through a framework of decolonization. Emphasis will be placed on the role of cultural expression in movements seeking social justice for Filipinx American communities.
Faculty Requirements
Course Family
Not Applicable

Course Justification

This course meets a general education requirement for ý College, CSU, and IGETC. It applies to fulfill the Certificate of Achievement in Asian American Studies, and it is UC and CSU transferable. This course provides students with a foundation for conceptualizing contemporary Filipinx American experiences in terms of a history of colonization and decolonization in order to allow students to better understand their relationships with Asian Americans, other groups in the US, and the Filipino diaspora.

Foothill Equivalency

Does the course have a Foothill equivalent?
No
Foothill Course ID

Course Philosophy

Course Philosophy
This course seeks to enable students to examine the relevance of Filipinx American studies to their own lives.

Formerly Statement

Course Development Options

Basic Skill Status (CB08)
Course is not a basic skills course.
Grade Options
  • Letter Grade
  • Pass/No Pass
Repeat Limit
0

Transferability & Gen. Ed. Options

Transferability
Transferable to both UC and CSU
ý GEArea(s)StatusDetails
2GDXý GE Area D - Social and Behavioral SciencesApproved
CSU GEArea(s)StatusDetails
CGDYCSU GE Area D - Social SciencesApproved
IGETCArea(s)StatusDetails
IG4XIGETC Area 4 - Social and Behavioral SciencesApproved

Units and Hours

Summary

Minimum Credit Units
4.0
Maximum Credit Units
4.0

Weekly Student Hours

TypeIn ClassOut of Class
Lecture Hours4.08.0
Laboratory Hours0.00.0

Course Student Hours

Course Duration (Weeks)
12.0
Hours per unit divisor
36.0
Course In-Class (Contact) Hours
Lecture
48.0
Laboratory
0.0
Total
48.0
Course Out-of-Class Hours
Lecture
96.0
Laboratory
0.0
NA
0.0
Total
96.0

Prerequisite(s)

Corequisite(s)

Advisory(ies)

EWRT D001A or EWRT D01AH or ESL D005.

Limitation(s) on Enrollment

Entrance Skill(s)

General Course Statement(s)

(See general education pages for the requirements this course meets.)

Methods of Instruction

Lecture and visual aids

Discussion of assigned reading

In-class exploration of Internet sites

Quiz and examination review performed in class

Homework and extended projects

Guest speakers

Collaborative learning and small group exercises

Collaborative projects

Assignments

  1. Read and critically engage with books, articles, web pages, podcasts, blogs, and other assigned texts.
  2. Writing
    1. Guided research paper to test student's ability to investigate and analyze a cultural topic with historical depth and/or an historical topic in terms of its contemporary relevance
    2. Journals to test student's ability to synthesize historical and cultural material and analyze its relevance to Filipinx American communities
    3. Other writing such as shorter essays, summaries of interviews, and guides that contextualize oral history and creative projects in relation to the course objectives
  3. Final project to assess student's ability to analyze relationships between the topic of the final project, contemporary issues, and the histories of Filipinx American communities
    1. Final projects may either be a creative project or an oral history.
    2. Creative projects may be individual or may include both individual and group components, and the projects may include performance, visual arts, music and/or creative writing.
    3. Oral history projects must be individual, and the project must include a release form signed by the interview subject.
    4. Final projects must include both an individual written report and a presentation.
  4. Final portfolio consisting of materials produced and collected by the student for either an oral history or creative project that will provide final overall assessment of student's ability to analyze relationships between the topic of the final project, contemporary issues, and the histories of Filipinx American communities
  5. Participation
    1. Engagement in classroom activities and discussions
    2. Active contributions for group projects if the student chooses to do a final project with a group

Methods of Evaluation

  1. Guided research paper will be evaluated based on how well the student can interpret cause and effect, synthesize course material, and support his/her conclusions.
  2. Journals and other short writing assignments will be evaluated on the basis of thoroughness of reflection and analysis.
  3. Written reports for final projects will be evaluated on the basis of organization, clarity, and use of primary and secondary sources.
  4. Oral presentations will be evaluated on the basis of organization, clarity, and thoroughness.
  5. Final portfolios will be evaluated through a reflective essay on the basis of thoroughness of reflection on the contents of the portfolios.
  6. Students who choose group projects will additionally be evaluated according to self-assessment and peer-assessment tools that measure contributions to group projects.

Essential Student Materials/Essential College Facilities

Essential Student Materials: 
  • None.
Essential College Facilities:
  • None.

Examples of Primary Texts and References

AuthorTitlePublisherDate/EditionISBN
Manalansan, M., & Espiritu, A. (Eds.). (2016). Filipino studies: Palimpsests of nation and diaspora. New York, NY: New York University Press.
Nievera-Lozano, M. A., & Santa Ana, A. A. (Eds.). (2018). The Pilipinx radical imagination reader. San Francisco, CA: Philippine American Writers and Artists, Inc.
Ocampo, A. C. (2016). The Latinos of Asia: How Filipino Americans break the rules of race. Stanford, CA: Stanford University Press.

Examples of Supporting Texts and References

AuthorTitlePublisher
Cordova, F. (1983). Filipinos, forgotten Asian Americans: A pictorial essay, 1763-circa 1963. Dubuque, MI: Kendall/Hunt Publishing Company.
Cruz, R. C., Domingo, C., & Occena, B. (Eds). (2017). A time to rise: Collective memoirs of the Union of Democratic Filipinos. Seattle, WA: University of Washington Press.
David, E. J. R. (2013). Brown skin, white minds: Filipino-American postcolonial psychology. Charlotte, NC: Information Age Publishing.
Enriquez, V. G. (1978). Kapwa: A core concept in Filipino social psychology. Philippine Social Science and Humanities Review, 42(14), 100-108.
Enriquez, V. G. (2002/1977). Filipino psychology in the Third World. In A.B. Bernardo, M.A. Sta. Maria, & A.L. Tan (Eds.), Forty years of Philippine psychology (pp. 7-24). Quezon City, Philippines: Psychological Association of the Philippines.
Enriquez, V. G. (2008/1992). From colonial to liberation psychology: The Philippine experience. Quezon City, Philippines: University of the Philippines Press.
Francisco-Menchavez, V. (2018). The labor of care: Filipina migrants and transnational families in the digital age. Champaign, IL: University of Illinois Press.
Gonzalves, T. (2010). The day the dancers stayed: Performing in the Filipino/American diaspora. Philadelphia, PA: Temple University Press.
Habal, E. (2007). San Francisco's International Hotel: mobilizing the Filipino American community in the anti-eviction movement. Philadelphia, Pennsylvania: Temple University Press.
Lott, J. T. (2018). Golden children: legacy of ethnic studies, SF State. Berkeley, CA: Eastwind Books of Berkeley.
Mabalon, D. B. (2013). Little Manila is in the heart: The making of the Filipina/o American community in Stockton, California. Durham, NC: Duke University Press.
Nadal, K. L. (2011). Filipino American psychology: A handbook of theory, research, and clinical practice. Hoboken, NJ: John Wiley & Sons.
Parreñas, R. S. (2008). The force of domesticity: Filipina migrants and globalization. New York, NY: New York University Press.
Rodriguez, R. M. (2010). Migrants for export: How the Philippine state brokers labor to the world. Minneapolis, MN: University of Minnesota Press.
Scharlin, C, & Villanueva, L. (2011). Philip Vera Cruz: A personal history of Filipino immigrants and the farmworkers movement. Seattle, WA: University of Washington Press.
Strobel, L. M. (2001). Coming full circle: The process of decolonization among post-1965 Filipino Americans. Quezon City, Philippines: Giraffe Books.
Tintiangco-Cubales, A. G. (2007). Pin@y educational partnerships: A Filipina/o American studies sourcebook. Volume I: Philippine and Filipina/o American history. Santa Clara, CA: Phoenix Publishing House International.
Tintiangco-Cubales, A. G. (2009). Pin@y educational partnerships: A Filipina/o American studies sourcebook. Volume II: Filipina/o American identities, activism, and service. Santa Clara, CA: Phoenix Publishing House International.
Villegas, M., Kandi, Labrador, R. (2014). Empire of funk: Hip hop and representation in Filipina/O America. San Diego, CA: Cognella Academic Publishing.
Wang, O. (2015). Legions of boom: Filipino American mobile DJ crews in the San Francisco Bay Area. Durham, NC: Duke University Press.

Learning Outcomes and Objectives

Course Objectives

  • Introduce students to the disciplines of Asian American Studies and Ethnic Studies through the study of Filipinx American history and culture.
  • Critically analyze the intersection of race and racism, as they relate to class, gender,sexuality, religion, spirituality, sovereignty, language, and/or age in different historical periods and events in Filipinx American history.
  • Analyze the role of migration, immigration, and diaspora in the formation of Filipino and Filipinx American communities.
  • Analyze events, social movements, political and social organizations, and political issues that shape the livelihood of Filipinx American communities.
  • Apply theory and knowledge produced by Filipinx American communities, activists, artists, and scholars to describe the critical events, histories, cultures, intellectual traditions, contributions, lived-experiences and social struggles of Filipinx Americans with a particular emphasis on agency and group-affirmation.

CSLOs

  • Analyze and compare the patterns of culture and values that have framed the experiences of Filipinx Americans and the broader diaspora.

  • Critically analyze the intersection of race and racism as they relate to class, gender, sexuality, religion, spirituality, national origin, immigration status, sovereignty, language, and/or age in Filipinx American communities.

  • Analyze concepts such as race and racism, racialization, ethnicity, equity, ethno-centrism, eurocentrism, white supremacy, self-determination, liberation, decolonization, sovereignty, imperialism, settler colonialism, and anti-racism as they are articulated in Filipinx American Studies and Asian American Studies.

  • Critically review how struggle, resistance, racial and social justice, solidarity, and liberation, as experienced and enacted by Filipinx Americans are relevant to current and structural political issues such as immigration, settler-colonialism, language policies, and the division of labor at communal, national, international, and transnational scales.

Outline

  1. Introduce students to the disciplines of Asian American Studies and Ethnic Studies through the study of Filipinx American history and culture.
    1. Assess the origins and development of Ethnic Studies and Asian American Studies in the context of political and multiracial struggles for racial and social justice in the U.S.
      1. The history of ethnic studies and Asian American studies
      2. Emphasis on community action such as the Third World Liberation Front strikes
      3. Racialization as Asian American and perspectives on disaggregation according to ethnicity.
    2. Examine modes of historiography, and cultural and political analysis within Asian American Studies.
      1. Yellow peril and perpetual foreigner discourse
      2. Model minority narratives and their connections to white supremacy
      3. Critiques of sexualization, fetishization, and objectification
      4. Critiques of ethno-centrism and Eurocentrism in historiography
    3. Assess the continuing interactions and dialogue among Filipinx American, Pacific Islander, and Asian American studies.
  2. Critically analyze the intersection of race and racism, as they relate to class, gender,

    sexuality, religion, spirituality, sovereignty, language, and/or age in different historical periods and events in Filipinx American history.
    1. Analyze the diversity and conflicts in Filipinx American experiences.
      1. Gender, including critical theoretical frameworks such as Pinayism in connection with intersectional feminist theory
      2. Sexuality, including the historical relevance of terms such as bakla and lakbay
      3. Class, especially with regard to racialized divisions of labor and working-class solidarity across racial lines
      4. Race, including internalized racism and racism towards other communities of color
      5. Mixed Race, including the status of mestizo/as in racial hierarchies
      6. Religion, including indigenous concepts such as the Babaylan, Islam during pre-colonial times, and the role of Catholicism during colonization
      7. Languages/Regional Origins/National Origins
      8. Age and Generational Differences, especially with regard to differences between first generation, 1.5 generation, and second generation immigrants
    2. Relate historical periods and events to contemporary Filipinx American culture and identity.
      1. Maritime Southeast Asia, barangays, and Islam
      2. Resistance to Spanish colonization, the galleon trade, and Louisiana
      3. The Revolution of 1896
      4. The Philippine-American War
      5. The Japanese occupation and the Hukbalahap
      6. The Delano grape strike and the struggle for the International Hotel
      7. Anti-Marcos Era
      8. Cultural renaissance of the 1990s
      9. Post-9/11 political consciousness
    3. Analyze Filipinx American culture, identity, and experiences of inequality in terms of systemic and historical processes.
      1. Decolonization
      2. Gendered, racialized, and international division of labor
      3. Settler colonialism
      4. Globalization
  3. Analyze the role of migration, immigration, and diaspora in the formation of Filipino and Filipinx American communities.
    1. Analyze the differences and connections between contemporary Filipino diasporic groups with different immigration statuses.
      1. Balikbayans
      2. Overseas Filipino Workers
      3. Refugees
      4. H-1B Visa Workers
      5. TNTs (Undocumented Filipinos)
    2. Explain waves of migration between the Philippines and the US in terms of push and pull factors such as war, economic crisis, and US immigration policies.
      1. Thomasites and Pensionados
      2. Migrant labor in Hawai’i, Alaska, and the continental US
      3. War brides and military citizenship
      4. Nurses and caregivers
      5. Professionals in specialty occupations
      6. Family reunification
    3. Recognize movements between the Philippines and other regions.
      1. Labor diaspora to other parts of Asia and the Middle East
      2. Domestic workers
      3. Construction workers
      4. Entertainers
      5. Seafarers
      6. Nurses
      7. Chinese diaspora
  4. Analyze events, social movements, political and social organizations, and political issues that shape the livelihood of Filipinx American communities.
    1. Analyze key moments of community-based action and organizing by Filipinx Americans.
      1. Culturally relevant and accessible education
      2. Police brutality
      3. Human trafficking
      4. Sexual violence
      5. Labor organizing and economic precarity
      6. Housing displacement
      7. Environmental justice
      8. Food justice
      9. Invisibility and Media Representation
      10. Media literacy
    2. Analyze key moments of community-based action and organizing by Filipinx Americans to address problems in the Philippines.
      1. Martial Law
      2. US Bases and Militarization
      3. Environmental Justice
      4. Migrant Rights
      5. Human Rights
      6. Indigenous Peoples’ Rights and indigenous and Moro struggles for sovereignty and self-determination
      7. Manipulation of facts and fake news
    3. Assess the role of solidarity between marginalized and oppressed groups in Filipinx American social movements and the participation of Filipinx Americans in wider coalitions aiming for racial and social justice
      1. Buffalo Soldiers of the US-Philippine War
      2. Third World Liberation Front
      3. Filipinxs for Black Lives Matter
      4. Anti-war movements
      5. Immigrant Rights
      6. Indigenous Peoples’ Rights and indigenous and Moro struggles for sovereignty and self-determination
      7. #MeToo
      8. One Billion Rising
  5. Apply theory and knowledge produced by Filipinx American communities, activists, artists, and scholars to describe the critical events, histories, cultures, intellectual traditions, contributions, lived-experiences and social struggles of Filipinx Americans with a particular emphasis on agency and group-affirmation.
    1. Apply key concepts drawn from the Sikolohiyang Pilipino (Filipino Psychology) of Virgilio Enriquez to describe Filipinx American values and spirituality.
      1. Kapwa
      2. Hiya
      3. Utang na loob
      4. Kagandahang loob
      5. Pakikisama
      6. Bahala Na
      7. Lakas ng loob
      8. Karangalan
      9. Katarungan
    2. Examine modes of cultural and political analysis within Filipinx American Studies that affirm Filipinx American communities and their agency in creating a more just and equitable society.
      1. Pinayism
      2. Decolonization
      3. Indigeneity
    3. Analyze contemporary cultural production by Filipinx Americans by applying modes of cultural and political analysis drawn from Filipinx American Studies.
      1. Pilipino Cultural Nights and theater
      2. Hip hop and traditional dance
      3. Spoken word, storytelling, and other oral traditions
      4. Visual arts
      5. YouTube, film, and teleseryes
      6. Filipinx American music and Original Pilipino Music
      7. Komix, fiction, and written poetry
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