This is an eight-week course designed for people interested in learning about prePhilippine culture and hand tapped tattooing traditions.
Students will learn basic information about the tradition of batok, elements of prePhilippine culture, Filipino history, and connecting with family/culture.
Through the use of comparative analysis and experiential learning, students will connect prePhilippine and Filipino culture to their personal experiences as well as other cultures.
“Indigenous knowledge is not always transparent or accessible to all, nor is it meant to be. Pacific studies can only treat indigenous knowledges partially, because our classrooms, our metaphorical canoes, cannot be expected to carry cargo for which they were not designed.
The Pacific studies classroom, however, can begin to take each of its ‘passengers’ on a journey of cooperative learning towards alternative spaces where indigenous knowledges can be more fully reclaimed, affirmed, and revitalized” (Teaiwa, 2005, p. 16).
The knowledge in this course was not meant for the restrictive western classroom as the knowledge is meant to be learned through living the culture; however, we exist in the modern, colonized age.
Instead, we do the best we can to learn and honor indigenous knowledge with what we have.
This course emphasizes community, and each learning participant has a unique contribution to the experience. “Making the classroom a democratic setting where everyone feels a responsibility to contribute is a central goal of transformative pedagogy” (hooks, 39).
Upon completion of this course, students will engage in community building, connect with their culture, and have a basic understanding of prePhilippine culture, Filipino history, and hand tapped tattooing in the Philippines.
Students will learn basic information about the tradition of batok, elements of prePhilippine culture, Filipino history, and connecting with family/culture.
Through the use of comparative analysis and experiential learning, students will connect prePhilippine and Filipino culture to their personal experiences as well as other cultures.
“Indigenous knowledge is not always transparent or accessible to all, nor is it meant to be. Pacific studies can only treat indigenous knowledges partially, because our classrooms, our metaphorical canoes, cannot be expected to carry cargo for which they were not designed.
The Pacific studies classroom, however, can begin to take each of its ‘passengers’ on a journey of cooperative learning towards alternative spaces where indigenous knowledges can be more fully reclaimed, affirmed, and revitalized” (Teaiwa, 2005, p. 16).
The knowledge in this course was not meant for the restrictive western classroom as the knowledge is meant to be learned through living the culture; however, we exist in the modern, colonized age.
Instead, we do the best we can to learn and honor indigenous knowledge with what we have.
This course emphasizes community, and each learning participant has a unique contribution to the experience. “Making the classroom a democratic setting where everyone feels a responsibility to contribute is a central goal of transformative pedagogy” (hooks, 39).
Upon completion of this course, students will engage in community building, connect with their culture, and have a basic understanding of prePhilippine culture, Filipino history, and hand tapped tattooing in the Philippines.
