Kawing Journal 5 (1):11-54 (2021)

Authors
Axle Christien Tugano
University of The Philippines Los Baños
Abstract
The masterful works Noli Me Tangere (1887) and El Filibusterismo (1891) can be considered as post-colonial writings because they are constantly studied and used as tools for raising awareness and remembering the violence and personal experiences of the Filipino society. This is an indirect description of the colonial period in the perspective of modern times. However, the teaching and appreciation of these writings become complicated because they are often neglected or otherwise considered as a subject that needs to be covered or completed within half a year or in just one semester. As far as the culture of teaching is concerned, it will also be discussed as a basic concept — whether a dominant or emerging culture revolves around this situation. Three things are highlighted in this study: observations, situations, and introductory descriptions in the teaching of the two novels. Aside from observations and analyses, data were also gathered through a survey for teachers and students in selected schools in Marikina City, Metro Manila.
Keywords Jose Rizal, Noli Me Tangere, El Filibusterismo, pedagogy, culture, novel, Philippines, history
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References found in this work BETA

Pagsasara ng Tabing: Konklusyon sa Makabuluhang Mentoring ni Dr. Zeus A. Salazar.Axle Christien Tugano - 2019 - Quezon City, Metro Manila, Philippines: Bagong Kasaysayan, Inc..
Antonio Gramsci and the School as Hegemonic.Harold Entwistle - 1978 - Educational Theory 28 (1):23-33.
Antonio Gramsci and His Relevance for the Education of Adults1.Peter Mayo - 2008 - Educational Philosophy and Theory 40 (3):418-435.
Marxism and Literature.Raymond Williams - 1980 - Philosophy and Rhetoric 13 (1):70-72.

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