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Mark Maca 《Asia Pacific Journal of Education》2017,37(3):310-328
Public mass schooling was the major instrument used by the Americans in the performance of their mission to “civilize” Filipinos. Free primary education was implemented right after the islands’ annexation in 1899 and was a critical component (alongside armed force) of the programme for their “pacification”. For the elite, education formed a route into collaborative involvement in the management of the colonial state. By the second decade of colonization, Filipinos were managing the civil service, participating in elected institutions and installed as mayors and governors. Like that of the Spanish, American colonial governance was profoundly reliant on the collaboration of members of the haciendero class, and thus implicated in the maintenance of long-established social and political hierarchies. But what did the maintenance of that status quo imply for ordinary Filipinos, now increasingly educated and literate in the language of the colonial power? Specifically, to what extent did this combination of socio-economic stasis and educational progress contribute to spurring early labour migration? This article investigates how far labour migration was seen to be, or functioned as, a mechanism for maintaining social and political stability in the American colonial period. It examines how this phenomenon was related to the free and English-based mass education programme undertaken out of an urge to fulfil what Kipling – writing of the American colonial enterprise – termed “the White Man’s Burden”. 相似文献
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After WWII, the economic prospects of the Philippines, then the second-largest economy in Asia, were viewed positively, but by the mid-1970s it had become Asia’s developmental puzzle for its failure to sustain economic growth. In contrast during the same period, regional neighbours, Hong Kong, Taiwan, South Korea and Singapore, achieved previously unknown levels of economic growth and were dubbed the ‘East Asian Tigers’. This article analyses the post-war development of the Philippines, focusing on the role that education played, and contrasts it with the East Asian Tigers. It is argued that the Philippines was distinctive in the state’s failure to exercise strong central control, especially of the education system, which was neither harnessed to promote economic development nor national unity. The status quo, which has its origins in a plantation economy, prevailed, and this ensured the country remained an unequal and impoverished democracy. 相似文献
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