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  • Locations: Manila, Philippines
  • Program Terms: Summer B-Term
Dates / Deadlines:

There are currently no active application cycles for this program.
Program Information:
sociology italy
     QUICK FACTS
 Location Manila, Philippines
 Academic
 Term
Summer B 2017
July 20 – August 19, 2017
 Estimated    Program Fee $4,800 (including $350 CHID fee)
 Credits 12 UW credits
 Prerequisites None
 Program      Directors Third Andresen; Vicente Rafael
 Program  Manager Darielle Horsey | studyabroad@uw.edu
 Application    Deadline March 15, 2017 - EXTENDED!
 Information  Session(s) Thursday, January 26, Kelly Ethnic Cultural Center, Native/Chicano Room, 6:30pm
       HIGHLIGHTS
  General This program will examine the United States’ occupation of the Philippines and its implications on current as well as historical Filipino identity construction. Exploring historical texts, western and indigenous theory, art, Hip Hop culture, and local travel, we will ask how Filipino identities are negotiated and what it means to live in the islands.
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Program Description

This program will examine the United States’ occupation of the Philippines and its implications on current as well as historical Filipino identity construction. Exploring historical texts, western and indigenous theory, art, Hip Hop culture, and local travel, we will ask how Filipino identities are negotiated and what it means to live in the islands. The utilization of English as the primary means of education in the Philippines during the colonial era and the invisibility of Filipino contributions in the U.S. are some of the many issues we will consider. Specifically, we will engage the work of Filipino and Filipino American scholars and community members who assert that the colonial mentality created by the effects of 300-year Spanish colonization and American educational policy in the Philippines from 1898 to 1945 has impacted Filipinos as they learned to become Westernized and behave like Americans, speak Americanized English, emulate American culture, and absorbed American democratic procedures. Although we will connect the Spanish influence in the Philippines and its impact on Filipino society and identity, this program will primarily focus on the role of American colonization, occupation, and education policies on Filipino identity formation.

CHID Philippines Terraces

The Philippines is an important site for studying the history of US colonialism because the archipelago was a territory of the United States for half a century. More specifically, focusing on the implementation of American education policy in the Philippines will help students consider the ways education policy at this time was part of a larger campaign of military colonial control. The program will be located at the University of the Philippines in Quezon City, part of Megalopolis Manila. One of the many unique values of this site selection is that it will allow our students to engage first-hand with Filipino citizens on the very topics we are studying. Interacting with the students, faculty, and community from the University of the Philippines in Quezon City will allow UW students to see the vestiges of American colonialism as the outcome of this military colonial control and ideology within everyday life. Furthermore, the students’ examination of this particular period in American history will allow them to make connections with how the outcome of United States jurisdiction implemented in the Philippines is still seen into the present-day. This course will also broaden students’ framework and concept of civic engagement by working with community-based organizations in the Philippines. We will also utilize the site for gathering evidence and examples of lasting Spanish legacy and American presence in the Philippines.

While the program will be located and anchored at the University of the Philippines in Quezon City, the Program Directors, local scholars, educators, and community organizers will teach the course both in Seattle and in Manila, beginning with a highly recommended five-credit UW Summer course, Introduction to Filipino Histories (HSTCMP 205), cross-listed as SISE 205A and weekly pre-departure meetings during Summer Quarter A Term 2017. This course can also be taken in the Autumn of 2015. Students will then build upon this foundation in this 12-credit program during Summer B-Term 2016 in the Philippines. Incorporated into the curriculum will be a collaborative project that has a strong emphasis on direct community involvement. While the program specifically will be utilizing the knowledge and skills of our local coordinators, students will have the opportunity to focus their projects on other aspects of Filipino society that have been pre-approved by the program directors.
 

Location

Manila, Philippines

Sites

Bagiuo and Banaue City and Visayan Islands

CHID Philippines Group

Housing

Accommodations provided at the University of the Philippines. 

CHID Philippines Housing

Academics

Pre-Requisites/Language Requirements

The program will be open to all majors/class standings, but we will target undergraduates majoring in Comparative History of Ideas, American Ethnic Studies, History, Gender, Women, and Sexuality Studies, and Social Work, as well as graduate students in the College of Education

All students are highly encouraged to register for HSTCMP 205A/SISE 205: Introduction to Filipino Histories during Summer A term, unless they have already taken this course. In addition, students will need to have successfully completed at least one of, or something comparable to, the following courses:

AAS 360: Filipino American History and Culture
AAS 101: Introduction to Asian American Cultures
AAS 206: Asian American Contemporary Issues
AAS 210: Asian American Identity
AES150: Introductory History of American Ethnic Groups
AES 151: Introduction to Cultures of American Ethnic Groups
AES 340: Race, Ethnicity, and Education
CHID 260 (Re) Thinking Diversity
CHID 250: Hip Hop in the 206
CHID 250: Hollywood: The portrayal of minority groups in the motion film industry
CHID 250: Hip Hop culture, music, and videos
GWSS 200: Introduction to Women Studies
GWSS 300/AES 322: Race, Class, Gender

It is highly recommended that participants physically and mentally prepare for the considerable amount of trekking. For example, navigating Megalapolis Manila via Jeepney, Light Rail, Taxi Cab, Tricycle, Uber, and Bus, and island hopping via catamaran and ferry throughout the duration of the program. Additionally, during Week 1, students will be expected to participate in Arnis martial arts training and demonstration.

CHID Philippines Protest

Credits

12 Credits

Courses

CHID 476A (5 credits)

What does it mean to inherit a colonial legacy? How is a past bedeviled by foreign occupation come to shape a present steeped in political and economic inequality, racial hierarchies, gendered and sexualized disparities? What are the counter-legacies of resistance, revolution, as well as counter-revolution and capitulation that accompany this history?

In this course, we will be traveling through the Philippines and dwelling, for however brief a time, among a people and a place where these questions are a daily reality, consumed alongside political debates, educational policies, and popular culture. They seep into the broken pavements and stalled traffic of unequal development, the everyday discourse about the corruption of authorities, the earnest organizing of grassroots organization, the gossip, the rumors, and the laughter that burst and swirl from city to countryside.

We will explore the concrete crowdedness of Metro Manila, the museums, the churches and the universities, the malls and the streets where the grit and promise of development are deposited in the very milieu and languages of the people. We will also travel to the northern areas of fabled rice terraces and a former colonial hill station, where indigenous people’s claims still hold sway, while exploring the extraordinary beauty of provincial towns and coastal beaches that are simultaneously endangered by touristic development and capitalist pressures coming from corporate mining and logging interests.

We will reflect on how the current forces of globalization have long impinged on the diverse societies of this archipelagic country, sending Filipinos to work and immigrate overseas, spurring sex and labor trafficking, forcing indigenous peoples off their land, creating vast gaps between the rich and the poor. Talking with academic experts (at Philippine Women’s University, the University of the Philippines at the Ateneo de Manila University), political officials, journalists, local leaders, students and grass-roots organizations, we will also learn about the diverse ways by which people have responded to these unrelenting challenges, re-working the colonial inheritance into the very conditions from which they seek to escape and overturn its grip. In this regard, students will also have a chance to learn the traditional fighting form of the Arnis, reputedly used in anti-colonial wars.

Finally, students will seek to reckon with the place, or lack of it, of Filipino Americans in the Philippines, and how this is reflected in their own ambivalent and ambiguous positions in the United States and elsewhere. By learning through traveling and living in the country, students can thus hope to develop a more comparative and compassionate understanding of the twinned histories and shared futures of the Philippines and the United States.

Learning Goals: 

  • To identify local sources of knowledge and Philippines perspectives.
  • Students will be expected to be out and about in the local communities paying particular attention to the knowledges of the place while negotiating it into their knowledges brought from home.


A rubric will be designed to measure students’ progress and will be used to asses their Weekly Reflection Paper/BLOG The criteria for this rubric will be:

  1. Engage conversation with someone we met along the way that is not part of our program.
  2. Write about how folks’ experiences connect to the readings and class discussions.
  3. Describe the feeling and the significance of participating in the program activities.
  4. To the extent to which the blog entry incorporates the ALL readings, discussions, and lectures completed in class.
  5. To the extent which the blog provides a critical analysis, interpretation, and synthesis of the readings and local interactions.

CHID 476B (5 credits)

Filipino American scholars and community members posit that cultural psychological captivity or colonial mentality created by the effects of American educational policy in the Philippines affected the self-concepts of Filipinos as they learned to behave like Americans, speak Americanized English, emulate American culture, and absorbed American democratic procedures. The utilization of English as the primary language of education in the Philippines during the colonial era and the invisibility of Filipino experiences and contributions in American history is said to be one of many issues surrounding Filipino identity today.

While English continues to be the lingua franca of business, government, and much of the middle class, to what extent does it still continue to exercise hegemony in the midst of a steady push to use mother tongues and the national language, Filipino, in K-12 education and most importantly, in popular culture? Can we still characterize Filipino culture as “mis-educated,” or is it time to get rid of this outmoded, post-war and largely elitist concept for conceptualizing the rabidly hybrid and vertiginously inventive nature of Filipino cultures?

Students will have the opportunity to explore a wide variety of sites. They will visit with Non-governmental organizations and government officials alike dealing with problems such as human trafficking, electoral reform, labor issues and women’s rights; major academic institutions and important historical sites; former US military bases (which even now are being refashioned to house visiting US forces on a regular basis) as well as shelters and organizations that aid sex trade workers and their children of around these former bases; museums and government centers, shuttling between the horrific, mind-numbing traffic of Manila and the wide-open spaces of country roads and beaches. We will engage with local organizations such as Migrante and Gabriela Network, which are actively involved in awareness campaigns to prevent the trafficking of women and girls from the Philippines and workers’ basic human rights. Students will also have the opportunity to collaborate with former Washington State Representative Velma Veloria, and Ms. Lila Shihani who is also the Spokeperson of the Advocacy and Communications Group of the Inter-Agency Council Against (Human) Trafficking (IACAT). Washington’s Task Force Against Trafficking of Persons reports that Washington state is a source for the recruitment, transportation and sale of people for labor. The report indicates several factors such as the international border with Canada, abundance of ports, vast rural areas, and Dependency on agricultural workers make Washington State prone to human trafficking. Seattle is part of a trafficking circuit that included Honolulu, Las Vegas, New Orleans, Portland, Vancouver (Clark County), Yakima and Canada. The report also notes that trafficking has occurred in 18 Washington state counties. Victims range from "mail-order" brides to sex trade workers to domestic workers and children. Local victims have come from Russia, the Philippines, China and Mexico. In 2003, Representative Veloria and her colleagues introduced the first Anti-Trafficking Bill in the United States to criminalize human trafficking.

We will also engage with BAYAN, which is a predominantly youth-based national democratic movement in the Philippines comprising over one million members. BAYAN conducts education campaigns on the country's basic problems and how to solve them in ways that are democratic and people-oriented. Moreover, BAYAN initiates and/or promotes socio-economic relief and rehabilitation projects in support and defense of the democratic rights of citizens marginalized by militarization and natural and man-made calamities, especially among the peasants and national minorities in the countryside.

Learning Goals: 

  • Students will investigate, analyze and determine biases, frames of reference, perspectives, and cultural assumptions in collaboration with students in the Philippines regarding knowledge construction that is interpreted, learned, and internalized.
  • Students will examine the legacy of American educational policies, which center on Western cultural-historical perspectives, and its effect on the way Filipinos are perceived and identified in the United States and abroad.
  • Students will analyze primary documents from a variety of perspectives to gain an understanding of contemporary arguments for and against U.S. annexation of the Philippines at the turn of the twentieth century.
  • The students will focus on and develop their understanding of culture, race, class and gender into a new globalized U.S. history.
A rubric will be designed to measure students’ progress and will be used to asses their Weekly Reflection Paper/BLOG, Group Reading Presentation, and Final Reflection paper/BLOG. The criteria will be:
  1. To the extent the blog clearly depicts ideas relating to Philippines Study Abroad Program
  2. To the extent to which the blog clearly defined the topic consistently developed throughout.
  3. To the extent to which the blog entry incorporates the ALL readings, discussions, and lectures completed in class.
  4. To the extent which the blog provides a critical analysis, interpretation, and synthesis of the readings and local interactions.
  5. To the extent, which the blog drew upon cite and uses important research theories related to the topic of Philippine colonization.
  6. To the extent to which your claims are argued logically and supported with research, theory, and or the established opinions of scholars and experts in the field.
  7. To the extent to which the blogger cite and give credit for the ideas of other authors and researchers that are incorporated in the presentation (Bibliography and APA/MLA format).
  8. To the extent to which the blog shows videos or pictures that demonstrates the topic, the blogger highlights.
  9. To the extent to which the blog has at least 1 question to discuss related to your topic. 1
  10. To the extent to which the blog are at least 500 words.

CHID 470 (2 credits)

Students in this course will investigate how indigenous and non-indigenous Filipinos respond to the legacy of American colonization and the living conditions it created through community organizing. We will attend events, conferences, meetings, and discussions that reflect the discourse, legacy, and the implications of American colonization. This course will also broaden students’ framework and concept of civic engagement from community based organizations in the Philippines. This course will allow students a great opportunity to explore these vexed issues of colonial legacies, new post-colonial formations, hybrid identities, and class-inflected struggles over cultural politics, governmentality, and economic relations. Students will see first hand the massive transformations that take place among the varied peoples of the archipelago, traversed by uneven capitalist development, wrought by the differing impact of Spanish, US and Japanese colonial rule, as well as the control of the nation’s capital, “imperial Manila.” Students will also have the opportunity to visit various areas of the country that show the diverse responses of peoples faced with the contemporary pressures of globalization: from indigenous peoples confronted by threats from mining, logging and tourism industry to the multitude of poor inhabitants in informal settlements that wrap themselves around the gleaming skyscrapers and air-conditioned shopping malls of the major cities.

The course will rely on a combination of academic readings and discussions, as well as field trips to important U.S. and Spanish colonial sites such as Baguio City, Mactan Island, Negros Island, Cebu Island, Bohol Island, and Boracay Island. The students in this course will have the opportunity to engage with Filipino citizens about the topic of American occupation and the vestiges of colonialism as the outcome of this ideology on everyday life. Furthermore, the students will be able to observe academic curricula such as “KAS 205: Commonwealth of the Philippines” and “KAS 226: US Policies in the Philippines” at the University of the Philippines, Ateneo de Manila, Silliman University, Taguig City University, and Philippine Women’s University. Participation in these courses will allow them to make connections on the outcome of United States jurisdictions implemented in the Philippines.

Learning Goals: 

  • Students will have the opportunity to travel to various areas of the country and engage with the locals in order to recognize the value of differing points of perception created by aspects of gender, ethnicity, nationality, and class.
  • Students will investigate how indigenous and non-indigenous Filipinos respond to the legacy of American colonization/exceptionalism and the living conditions it created through community organizing, arts, music, and education.
  • Students, particularly American students of color, will have the opportunity to dialogue and draw comparisons on how Filipino students negotiate in the continuous pursuit of reconstructing their identity.
A rubric will be designed to measure students’ progress and will be used to assess their community engagement project and network building skill set. The three criteria for this rubric will be
  1. Engage conversation with someone we met along the way that is not part of our program. Write about how folks’ experiences connect to the readings.
  2. Reflect on their own ethnic identity; what did they think about what it means to be a Filipino American before and after participating in this program
  3. Focus on one particular place expand on their topic and incorporate the readings.

CHID Philippines Cathedral
Program Directors & Staff

Third Andresen, PhD, CHID, Director

Dr. Andresen directed the Philippines study abroad program in 2011, 2014, and 2016. He also directed CHID’s 2008 New Zealand Study Abroad and AES 2014 China Exploration Seminar. He has a 20 year extensive community involvement in Seattle’s Filipino American community and his dissertation titled: Filipino phenomenon: Community- based organization’s influence on Filipino American youth’s identity, leadership, and community engagement. The dissertation explored the role of out-of-school sites in student learning. Moreover, Third has a published chapter titled Knowledge construction, transformative academic knowledge, and Filipino American identity and experience. Additionally, his involvement in a major research inquiry by Dr. Shirley Hune (College of Education) and Dr. David Takeuchi (School of Social Work) in 2008 as part of their research team provided crucial skills and academic study of Seattle’s Asian and Pacific Islander American (APIA) student academic achievement gap.

redrum@uw.edu

Vicente Rafael, Department of History, Co-Director

Professor Vicente Rafael was born and raised in Manila, Philippines. He is fluent in Tagalog and has a great long-time relationship with our academic and community partners throughout the archipelago. Professor Rafael is a Professor in the History Department. He has extensive and rigorous publications on the Philippines focusing on Language and power, the politics of translation, comparative colonialism and nationalism, the social history of media and mediation, critical theory and anthropology, empire, race and gender. He is globally revered as the premier scholar in Critical Philippine Studies of this generation.

vrafael@uw.edu

CHID Philippines Group

Program Expenses

Cost: $4,800

Estimated Program Fee of $4,800, the UW Study Abroad Fee ($350), airfare, food (about $20/day), UW Study Abroad Insurance ($62/month), other health expenses/immunizations and personal spending money.

Average Airplane Ticket Price

$1,500 - $1,800* roundtrip

*Subject to when & where you buy your ticket

Payment Schedule

Program fees will be posted to your MyUW student account and can be paid the same way that you pay tuition and other fees. Check your MyUW Account periodically for due dates.

Payment Type Payment Amount Payment Due Date
CHID Fee $350 August 4, 2017
Non-Refundable Study Abroad Fee $350 August 4, 2017
Program Fee Balance $4,450 August 4, 2017
TOTAL FEES CHARGED $5,150 -

Scholarships

There are a variety of scholarships available to help fund your study abroad experience. Visit the Global Opportunities page for more information and application deadlines.

Orientation

To be eligible to study abroad, all program participants must attend an in-person pre-departure orientation facilitated by the Study Abroad office as well as your program-specific orientations, offered by your program director.

You must register for orientation through your online study abroad account in order to attend scheduled orientations. You can visit the Orientation section of our website to view the current orientation schedule.

Orientation must be completed prior to the enrollment deadline for the quarter that you are studying abroad.

Financial Aid and Scholarships

Most forms of financial aid can be applied to study abroad. You can verify that your financial aid award will apply to your program costs by contacting the Financial Aid Office. Financial aid or scholarships awarded as tuition waivers or tuition exemptions might not apply so you will need to verify that these funds are eligible for use with study abroad by contacting the funding office.

Financial aid and most scholarships are disbursed according to the UW academic calendar (at the beginning of the quarter). If your program starts before the start of the UW quarter, your financial aid will not be available to you prior to your departure. If your program starts after the first day of the quarter, your financial aid will be disbursed at the start of the program. In either of these cases, you will have to finance any upfront costs such as airfare, health insurance and the start of your time abroad on your own. Please take this into consideration when you are making plans.

Revision Request

In some instances you may qualify for an increase in your financial aid award (typically in loan funds). Check with the Financial Aid Office about your options. To request a revision in your aid, you will need to submit the following paperwork to the Financial Aid Office:

  1. Revision Request Form
  2. Budget of student expenses for your program: The UW Study Abroad Office will upload this budget to your study abroad account after a signed contract has been submitted to the UW Study Abroad Office. You can request an unofficial copy of this budget by emailing studyabroad@uw.edu.

Visit the Finances section of our website to learn more about disbursement, revising your aid package, short-term loans and scholarships.

Application Process

The application includes a Personal Statement, three short answer questions, two recommendations from a professor or TA, and electronic signature documents related to UW policies and expectations for study abroad. Following the on-line application process students may be contacted by the Program Director for an in-person interview. Once an admission decision has been made regarding your application, you will be notified by the study abroad system via email.

Visas

UW Study Abroad is not responsible for obtaining visas for study abroad program participants. The cost and requirements for obtaining visas vary. It is your responsibility to determine visa requirements for all countries you plan to visit while abroad including countries that you plan to visit before or after your study abroad program. You can do so by calling the consular offices of those countries or checking the following website: http://travel.state.gov/content/passports/english/country.html.

Note: If you are not a U.S. citizen, consult the embassy or consulate of the countries you will visit to learn their document requirements. You can check the following website to find contact information for the consulate of the country you will be visiting: http://www.state.gov/s/cpr/rls/fco/index.htm

For non-U.S. citizens, the procedures that you will need to follow may be different than those for U.S. citizens. It is important to initiate this process as soon as possible in order to assemble documents and allow time for lengthy procedures.

Disability Accommodations

The University of Washington is committed to providing access and reasonable accommodation in its services, programs, activities, and education for individuals with disabilities. To request disability accommodation for this program, contact Disability Resources for Students at least 8 weeks in advance of your departure date. Contact info at disability.uw.edu.

Withdrawals

$350 of the total program fee and the $350 UW Study Abroad Fee are non-refundable and non-revocable once a contract has been submitted, even if you withdraw from the program. Students withdrawing from a program are responsible for paying a percentage of the program fee depending on the date of withdrawal. More details about the withdrawal policy are included in your payment contract. No part of the program fee is refundable once the program has begun. The date of withdrawal is considered the date (business day) a withdrawal form is received by the UW Study Abroad Office. Notice of withdrawal from the program must be made in writing by completing the following steps:

1. Provide notice in writing to the Program Director that you will no longer be participating in the program for which you have signed a contract and accepted a slot.

2. Submit a signed withdrawal form to the UW Study Abroad Office, 459 Schmitz Hall.

Visit the Withdrawals section of our website for more information.
 

Please see the CHID website for information on the CHID Fee withdrawal policy: https://depts.washington.edu/chid/fees-financing-and-withdrawal.