A Research Article Analysis

On the Article:

FICTIONALIZED HISTORY IN THE PHILIPPINES: FIVE NARRATIVES

OF COLLECTIVE AMNESIA

Submitted to:
PROF. FREDERICK P. GRENGIA
School of Graduate Studies
J.H. Cerilles State College Pagadian
City

In Partial Fulfilment
Of the Requirements for the Course
ENG 506 (PHILIPPINE LITERATURE)

JESS A. SUAN
(Master of Arts in Education – English)

April 2023
1. TITLE / PROPONENTS

Fictionalized History in the Philippines: Five Narratives of Collective Amnesia

Children’s Literature in Education (2008)
Will P. Ortiz
University of the Philippines, 2008

2. INTRODUCTION / BACKGROUND

2.1 What is/are the issue/gap/problems which prompted the researcher/s to conduct the study?

The issue that motivated the researcher to carry out the study was to discuss the issues of child labor in precolonial
Philippines, child labor and the right to education regardless of gender during the Spanish colonial period, child labor
during the American Occupation, children as witnesses of history in the Japanese Occupation and Martial Law periods.

2.2. Were the cited/reviewed literatures enough to establish the introduction/background of the
study? How many literatures were significantly reviewed? Were the literatures cited relevant
and updated to the present study? How?

There were nine (9) cited literature established in the study. Out of 8 cited literatures, 5 of it were below the 10-
year framework. The following are: (Constantino, 1975 and 1987), (Salazar, 1989), (Judy Taguiwalo, 1997),
(Dela Cruz, 1993), (Agoncillo and Guerrero, 1997). 4 out of 9 cited literatures were within the 10-year framework.
The following are: (Rivera, 2001), (Scott, 1999), (Rodriguez, 2000), and (Sa Aklat Sisikat Foundation,
2008).

2.3. What theory/ies is/are presented as the framework/general statement of the research? What
evidence/citations were provided to present the theory/ies, or the general statement of the
research?

There was no theory presented directly on the article.

2.4. What is/are the objective/s of the research? Were the objectives properly presented in the
Statement of the Problem (SOP) part?

The research examines five children's historical novels from the Batang Historyador (Young Historian) series that
cover five eras of Philippine history. The books cover a range of topics, including child labor in pre- colonial Philippines,
child labor and the right to an education regardless of gender during Spanish colonial times, child labor during American
occupation, and children as historical witnesses during the Japanese and Martial Law eras. The works attempt to throw
light on issues of class, gender and children’s rights but Filipino issues regarding culture, identity, politics and history
were obliterated because the framework was tied to a ‘‘universal’’ notion of history.
There was no statement of the problem to present the objective in the study. The objective of the study was only
shown on the introduction part of the paper.

3. METHODOLOGY

3.1 What is the research design used in the study?

There was no research design presented on the article. Thus, analyzation of some of the instrument used by the
researchers in the study is needed. Since it was presented on the article that the researcher did
discuss the issues of child labor in precolonial Philippines, child labor and the right to education regardless of
gender during the Spanish colonial period, child labor during the American Occupation,
children as witnesses of history in the Japanese Occupation and Martial Law periods, the appropriate research
design to be used is the descriptive research design. Descriptive research seeks to describe the current status of an
identified variable. This research method is designed to provide systematic information about a phenomenon.

3.2 What is the method/instrument used in the collection/gathering of data? What data is/are
gathered to answer the researcher’s statement of the problem/objectives?

In order to correctly analyzes the issues of class, gender and children’s rights but Filipino issues regarding culture,
identity, politics and history during precolonial Philippines, Spanish colonial period, American occupation, Japanese
occupation, and Martial Law period, the researchers used the five historical fictions for children in the Batang Historyador
(Young Historian) series.

There was no statement of the problem stated on the article. However, the objective was to clarify the key
concepts for understanding the novels, which enables an assessment of how well Jose Rizal used allegory to depict the
state of the Philippines. The data that were gathered to answer the objective of the researchers of whether the two novels
of Jose Rizal depict the of the Philippines and the Filipinos that time. The article outlines Rizal's methods for expressing
his opinions and criticism of the character and institutional symbolisms in Filipino society.

3.3 What sampling method of participants/respondents, if any, is used? How many were treated
as samples for this study?
There was no sampling method of participants used in the study since the researchers did not used any survey
questionnaires and/or interviews for the respondents to answer. However, the researcher makes an effort to shed light on
class, gender, and children's difficulties. Due to the framework's emphasis on each person's "universal" position, our
personal difficulties with culture, identity, politics, and history were not recognized.
3.4 What method of analysis is used to treat the gathered data?
The researcher did not present on the article the method of analysis used. On the other hand, since the researcher
did an analysis of the five historical fictions for children which detail five periods in the Philippine history, descriptive
method can be used. This method is used in seeking the description of the current status of an identified variable. This
research method is designed to provide systematic information about a phenomenon.

4. RESULTS AND DISCUSSION

4.1 What were the results for each statement of the problems?

The analysis of the aforementioned five historical fictions makes it abundantly evident that we know tragically
little about our past. The stories demonstrate our society's collective amnesia about the past. The efforts of historians to
change the past and promote a pro-Filipino mentality went completely unnoticed. The works make an effort to shed light
on concerns of class, gender, and children's rights, but because the framework was based on each person's "universal"
position, our own issues with culture, identity, politics, and history were not highlighted. Sadly, children's minds will be
imprinted with the narrow and erroneous perspective of these stories.

4.1.1 Diwayen, Slave of the Datu and Savior of the Princess

Diwayen discusses the issues of gender and class. The text attempts to show the culture of the pre- colonial
society of the Visayas. The story begins when locusts are going to attack the fields, Diwayen, who is hanging from a
kaymito tree, notices them. Diwayen quickly descends while adjusting her malong, a sign that her Visayan culture
predates 1521 and is precolonial. The people believed that the assault of the locust is caused by ‘‘the goddess Lalawon’s
anger. What was certain was that the locusts signaled famine in Diwayen’s faraway village.’’ (Rivera, 2001a, p. 6)

The narrative also establishes the function of the datu (chieftain), for whom Diwayen is forced to serve as a gaon
or pawned item. Diwayen is compelled to work in Datu Bulawan's home because otherwise her family will go hungry.
Princess Lunhaw, the binukot daughter of the datu, is introduced to Diwayen. The princess recognizes the distinction
between herself and Diwayen as a result of their friendship because she is unable to see Diwayen when she should be at
work. There are those whose mission it is to be slaves, and there are people whose duty it is to be leaders or lords, as we
might infer from the conversation between Princess Lunhaw and her father, the datu. The story ends without providing an
explanation as to why people do not actually have a "responsibility" to society, despite the fact that this conversation
takes place in the midst of the novel. According to the datu's justification, a person stays a slave because it's her
"obligation."

However, according to Scott (1999) this concept of slavery in precolonial society did not happen. In fact, children
born into a datu's household may grow up to be his favorite or sibin and receive the same treatment as his other children.
According to Phelan, the concept of alipin in our pre-colonial society is incorrectly translated into the European ‘‘slave.’’

Moreover, there was this part on the story wherein Diwayen saved Princess Lunhaw from danger. Diwayen's
bravery in rescuing the princess supports the notion that it is her responsibility as a slave to give her life in order to save
the princess, the daughter of her lord; a slave's life is worthless if it is not used for those of higher social status. It is
incredibly ironic that Diwayen can only become free by running toward certain death.

4.1.2 Segunda, in the Margins of History

The second book tackles the condition of children and the issue of gender and education during the Spanish
period from 1521 to 1896. It's funny how Naughty Segunda claims she doesn't need to learn how to pray because she's
still young and it'll be a while before she's taken to paradise. Given that she is female, young, indio, and poor, her name is
apt as it reflects her standing as just "second" in society. Segunda was not able to acquire education and that was seen in
the story wherein she peeked through the crack in the wall to watch a boy being taught a lesson.

However, Segunda acquired knowledge and learning by beating Felipe, the rich ilustrado child, on the game tops.
Segunda made the boy taught her the things he learned from his tutor. The text tries to underline every child's right to
education, whether they are male or female, wealthy or not. Similar to Diwayen's story, the narrative simply depicts one
particular girl's situation rather than all girls who want to pursue an education in this environment. This is the reason why
the two characters' schooling continues in the fields beneath the mango tree even after the story ends.

The text tries to underline every child's right to education, whether they are male or female, wealthy or not.
Similar to Diwayen's story, the narrative simply depicts one particular girl's situation rather than all girls
who want to pursue an education in this environment. This is the reason why the two characters' schooling continues in
the fields beneath the mango tree even after the story ends. In the text, it is seen only at the individual level and not as a
structural problem.

4.1.3 Sugar in America is Sweeter

Along with depicting how children's rights are violated through forced labor, the narrative also aims to highlight
how Filipinos are being uprooted from their families and their country as well as how their right to play and receive an
education are also violated.

The story begins by introducing the culture of work at a sugar cane plantation. Juanito helping his father extract
juice from sugar cane while riding a carabao (water buffalo) is supposed to show how ‘‘light’’ work is at the hacienda.
The reader is first introduced to the duma-an, or the permanent employees at the hacienda, when the boy reaches the age
of twelve. Their job is to "plant, harvest, and load the sugar cane on carts" (Rivera, 2001c, p. 7). The text supports the idea
that the landlord at Negros is not abusing his power over the employee. Yet, history reveals that because to the pervasive
hunger and poverty, the laborers, or pulahanes, in Negros during the American occupation in 1899, including the leader
Papa Isio, had long been in conflict; first with Spain, then with the Americans.

In the story, Mr. Judd, an American who recruits workers to Hawaii, arrived in the Philippines offering high
salaries between 10-16 dollars where in fact, the rightful salary is 18 dollars. Because of the relatively high salary, Juanito
and his father decide to go to Hawaii in 1923, with his father even joking that: ‘‘Noy, I’m sure sugar over there is
sweeter!’’ (Rivera, 2001c, p. 14) Their brief dream of the sweet sugar of America is short- lived because they have to
endure sleeping in animal-sized bunks and being spanked, booted, and beaten by the American plantation masters. The
exploitation worsens when the text shows the owner baptizes Juanito with the new name ‘‘Johnny’’. This naming shows
the domination of the American landlord who has the right to own the people under him. The narrative ends with Juanito
taking a taste of the sugar cane extract and saying, “Tatay was wrong. The sugar here in America is not sweeter
than the sugar back home. The sugar back home is just as sweet.” (ibid., p. 7)

Juanto’s last words on the text are quiet disturbing because it leaves questions to be answered by the readers.
What does he mean when he said that sugar back home is just as sweet as in America? The text is unclear on this point.

4.1.4 America as the Distributor of Imported Chocolates and Freedom

Pitong, a little child under the Japanese occupation, is exposed to the brutality and occupation of the Japanese
people from 1941 until 1945. The goal of the book is to demonstrate why kids need to be protected during war and armed
conflict. It also highlights the numerous hardships that the Filipino people had to endure. A happy Pitong is seen at the
beginning of the story watching the arrival of aircraft bringing the Japanese while perched on a tree branch. He considers
everything to be play. His family is compelled to flee from Tarlac to Malabon during World War II.

Pitong experienced many strange, unsettling things during the Japanese occupation. However, his worst
experience was the betrayal of Pitong’s father by a fellow Filipino—a makapili who pointed to his father as a guerrilla.
His father is imprisoned and goes through a great deal of hardship. This is when the narrative of the story is cut. The war
ended in 1945, the Americans returned to the Philippines, and everyone celebrated their freedom. Pitong, his tatay, nanay,
and tiya were among the crowd that waited in line at the plaza over and over again to receive the food, medications,
magazines, chocolates, and canned goods that the Americans distributed. During the Japanese era, they were outlawed.
Everyone rejoiced at the newfound freedom and calm.
The way the narrative ends is wrong. Pitong is seen eating chocolates that are characterized as bittersweet, which
reinforces the American people's status as saviors and "givers of freedom" in the story. A crucial period of history—the
Hukbalahap, a group of Filipino rebels who helped emancipate the country—is not mentioned by the author. It must also
be demonstrated that, following the United States' "liberation" of the Philippines, the Americans swiftly established their
hegemony by using parity rights to guarantee their exploitation of the country's natural resources, control over
transportation, and total dominance of the economy.

In the story, the Filipinos managed to escape the three-year nightmare of the Japanese occupation, but in reality,
they were not able to escape the more than a century-long nightmare of colonialism and neo- colonialism that was
sustained by the US. The final story is where the problem of American-imposed neo- colonialism is least addressed.

4.1.5 Censorship Inside and Outside Martial Law

Jhun-Jhun was a young participant in the uprising against the Marcos government in the early months of 1970.
The left slipper of Jaime, Jhun-older Jhun's brother, serves as the story's primary symbol. In the beginning of the story,
Jhun-Jhun always secretly borrows the left slipper of his older brother, which he uses in tumbang-preso games, a street
game where the object is to topple a can using rubber slippers. He did this because he believes the slipper has magical
powers and he never loses when he uses it. Days pass and the child notices that his older brother no longer has time for
him. He follows his brother to a factory where he
works. Events are fast-paced and Jhun-Jhun witnesses the start of a struggle between Jaime and the police because of his
involvement in a protest at the historic Mendiola.

Although it is not entirely clear how Jhun-Jhun will participate in change, the story tries to demonstrate a child's
freedom to do so. There is no one the character encounters in the narrative who can explain to him why society is filled
with violence. Brian Vallesteros, the artist, used happy, bright colors and employed cartoon-like drawings to discuss
serious issues like imperialism and the Marcos dictatorship. This is not effective in depicting the violence of the police
and the military at Mendiola. In this bilingual book, the words ‘‘Ibagsak!’’, ‘‘Marcos Diktador!’’, ‘‘US-Imperyalismo!’’,
‘‘Salot ng Mundo!’’ and even ‘‘Makibaka, Huwag Matakot!’’ (ibid.) were not translated.

4.2 Were the tables presented, if any, enough to summarize the results? How?

There were no tables presented to summarize the results.

4.3 Does the conclusion present some new knowledge on the field under investigation? What is/are
thisknowledge?

Historical fiction emphasizes the framing of history to highlight political, ideological, and nationalist objectives
rather than just being historically accurate. Dela Cruz stated that because of the protracted periods of colonialism and neo-
colonialism in our country's history, novels for children in the Philippines must start with the issue of nationhood. As a
result, we are still developing our sense of self as Filipinos. The examination of the aforementioned five historical fictions
makes it abundantly evident that we know tragically little about our past. The stories demonstrate our society's collective
amnesia about the past. The efforts of historians to change the past and promote a pro-Filipino mentality went completely
unnoticed.

What we need is a literature of struggle, a language that would define historical moments that celebrate the valor
of Filipinos resisting Western rule. Historical fiction emphasizes the framing of history to highlight political, ideological,
and nationalist objectives rather than just being historically accurate. While admitting defeats is honorable, it is incorrect
to downplay our victories.

There is this line that I like the most in the article. It says, “History must not be divided into periods based on our
defeats under various forms of colonialism and dictatorships, but rather on the battles we have won.” It gives us an idea
how much the literatures from our history focused on the colonialism of one country and another, but not the sacrifices
Filipinos did to fight for our country.

5. PERSONAL OBSERVATIONS/COMMENTS

5.1 Which part or portion of the research needs improvement? How it/they may be improved?

The article was a well-written paper. However, some reviewed literatures on the article were not up to date. There
were no present article or study that uses the outdated reviewed literature to make it relevant to the article. There was also
no proper presentation of the research design, statement of the problem, and method of analysis.

In order for it to be better, the future researchers who will make this article as a basis for their study might want to
include those things that were not directly presented on the study.

5.2 Would you consider replicating the study? Which part/s would you replicate?
This study was good and did really analyze the five historical fictions for children in the Batang Historyador
series which detail five periods in Philippine History. I If I were to consider replicating this study, I will replicate the way
the researchers used the five historical fictions in depicting the lives of the Filipino especially the children in precolonial
Philippine, Spanish colonial period, American Occupations, Japanese Occupations, and Martial Law periods.

However, if I were to replicate this study, I will focus mainly on the achievements of the Filipinos during those
periods.