Juanito Perando

This study reconstructed the context, input, process, and product (CIPP) of the Emilian Culture Formation (ECF) course through multiple stakeholders' lenses and inputs. Using random sampling, 59 EAC students representing four Schools and four Strands participated in the open-ended questionnaire to assess their learning experiences and realizations of the course parallel with the experiences of five (5) teacher respondents and the interests and concerns of 10 instructional and institutional leaders (IILs) chosen purposively to find congruity and basis for curriculum revision. As the ECF Course intends to cultivate an evolving Emilian culture consistent among students, this study became basis for further developing the content materials and pedagogical approaches to make them culturally accepted, affirmed and practiced. The teaching-learning experiences and the institutional concerns resonated implications on the formulation of curriculum contents and pedagogical approaches and thus require instructional leadership that shall ensure consistency in the course implementation and evaluation. This cultural endeavor entail a lot of commitment and strategy on the part of teacher-facilitators and instructional leaders to: 1) adopt an institutional definition and indicators that embody the ideals and identity of an Emilian; 2) design, write, and publish student-centered ECF Course Modules articulating the EAC Philosophy, Vision, Mission, Objectives, and Core Values; 3) determine contents standard, desired learning outcomes, and pedagogical approaches that the ECF Course Modules shall constitute; 4) program technological, pedagogical, and contents knowledge (TPACK) training of course facilitators; 5) supervise course implementation; and 6) collaborate various stakeholders.

Calibrating authentic multicultural education in today's semi-colonial semi-feudal Philippines cannot be separated from multiculturalism and political theory of recognition and redistribution. This essay define underlying components concepts of multiculturalism and reawaken the education-cultural revolution movement in the country from the works of progressive nationalists and educators. The multicultural education still evolving in the country calls for progressive teachers educators to weave multiculturalism to the nationalist, scientific, massoriented culture if we are to succeed on the latest education program K-12 and to a larger scale of multicultural citizenship campaigned by UNESCO, and how the social and human sciences contribute to help peoples adjust their cultures as times change to stay relevant.

ABSTRACT
Name : Juanito Loyola Perando
Title : Habitus and the use of Local Knowledge in Contextualizing High School Economics
Key Concepts : habitus, local knowledge, pedagogic practices, contextualization, contentualization
Specialization : Curriculum and Instruction
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The grounded theory study describes the use of local knowledge (sense of place) in the contextualization of Economics in the basic education from Bourdieu’s framework of habitus (sense of one’s place); and reconstruct contextualization-localization practices. The phases of the study utilized a modified Travel as Research paradigm of the author’s didactic circumstances to rehearse the iterative nature of theory grounding and contribute to habitus discussion by grounding through pedagogic practices.
These aims were achieved through deductive thematic analysis of written in-depth interview with random purposive sample of 90 Grade 9 Economics Teachers Participants (TPs) from 31 public secondary school of a province 6 Schools Divisions, and 30 students (SPs) from 6 correspondent schools; in-depth written interview and discourse analysis of classroom Teaching-Learning Activities observation with 12 TPs from 3 geo-economic clusters; and, Focus group discussion with 8 TPs from public and private schools.
The habitus ‘embodiment’ and didactic knowledge framework lens probed the knowledge-experiences that enter the Economics classroom setting. By revisiting the schools’ outer and inner field, the study found how public high school teachers’ habitus in its cultural, object, and institutional forms influence the use of evolving local knowledge, including how students learned Economics concepts are influenced by school, family, and other major social institutions.
The archival analysis on the role of school’s leadership in implementing of ‘alive’ curriculum exposed the indicators of intention to embed local knowledge by the school as a cultural institution and, revealed various levels and forms of teachers’ interpretation and implementation of contextualization/localization policy. This enactment- dialogic framework implicated the teachers’ and students’ Economics contextualization experiences and realizations.
The captured snapshots of the Teaching-Learning activities showcase how the Economics classroom become an enactment of habitus and field of cultural reproduction and/or transformation. Through discourse analysis, the ‘empowerment-dialectic’ lens revealed the teachers and students cognitive and affective power relations in the Economics classroom contextualization.
The focus group discussion helped establish resonance with the findings and added texture to the dynamics of school setting as locus of habitus and offered alternative views about the contextualization-localization practices observed. The passing vignettes in the phases of the study eventually lead to stare into a bare wall.

This study seeks to explore the intentionality to work abroad as a Nurse, and investigate its network of influences among selected fourth year nursing students enrolled at De La Salle Health Sciences Institute in Dasmariñas, Cavite. It also attempts to reconstruct concept of nationalism through eidetic assessment of the object and background of the co-researchers' intentionality to work abroad. Specifically it aims to seek cross-sectional data relating to five major question areas: 1. How had the intention to practice nursing profession abroad been made? What were the contexts and situations which had enabled the intention to practice the profession in this manner? 2. How were other people (parent, clinical instructor) responding to the intentions of main research participants? 3. How are these co-researchers interpreting and preparing for work role abroad, given their particular situations? 4. How these co-researchers view their role as nurses, ten or more years after graduation?

ABSTRACT
Name: Juanito Loyola Perando
Title: The Intentionality to Work Abroad: Insight to Emergent Nationalism of BS Nursing Students
Main Concepts: Context and continuum of Intentionality to work abroad, emerging nationalism
Degree: Master of Arts in Education
Specialization: Social Science Teaching
Advisers: Michael M. Nael
Childa D. Magallanes
A. Objectives:
This study sought to explore the intentionality to work abroad as a Nurse, and investigate its network of influences among selected fourth year nursing students enrolled at De La Salle Health Sciences Institute in Dasmariñas, Cavite. It also attempted to reconstruct the concept of nationalism through eidetic assessment of the object and background of the participants’ intentionality to work abroad.

This study was conducted at a private institution with Catholic Christian orientation. The main participants were twelve female fourth year BS Nursing students who intended to work abroad when qualified, chosen through purposive sampling design. The other co-participants
were six parents of six participants, eleven Clinical Instructors, and six Social Science Instructors of the same University.
The phenomenological approach in research was utilized in this study to yield a more valid picture of the character of the people and bring about multiple lenses in clarifying the context and continuum of intentionalities within the main characteristic of consciousness that it is always intentional and presupposes a background. It utilized semi-structured email interview, reflective writing, and focus group discussion with the participants; along interview with their network of influences (parents, and clinical instructors, and social science instructors) as co-participants in collecting data. The primary results of the study were shared with the main participants for them to validate, analyze and clarify, as part of participative and empowering nature of the study. Primary and secondary reflections were delved with in seeking answers to the five major question areas.
The primary and secondary reflection on the five major areas that this study sought to answer led to the following findings presented within three major themes: a) context of their intentionality, b) continuum of their intentionality, and; c) emerging nationalism.

The phenomenology of intentionality to work abroad of the participants resonate implications with the formulation of curricular policies that affect them, and in the attempts of the social sciences to benefit students with relevant and effective views of themselves and as members of the Filipino and global society.
1. The participants recognize that their intentionality to work abroad occurs within a context or background. Importantly, it includes their understanding of the world, including that others can and do participate in their intentional activities. Their career aspirations go beyond the boundaries of the nation. The reality of the health conditions and nurses situations in the country are affecting their lifestyles, their ways of thinking, feeling and acting. Educators and other stakeholders must guide students to discern between the potentials and prospects of their preferred profession.
2. The interweaving complimentary responses and expectations of parents and clinical instructors, and the concerns of social science instructors, who appear to be slighted by the same context of society, are actively shared and decided upon by the participants. These less than coherent responses and expectations
of the identified network of influences manifest various individual priorities and value orientations. Thus, this suggests creation of venues for academic dialogues about the national and global health situations, and health workers migration, to effectively situate this knowledge to the lived experiences of students.
3. The awareness and anxieties identified from the participants’ interpretation and preparation for work role abroad are indicative of their active processing of appending meaning and decision making about their preferred future. These are indicative of ongoing stimulation to their idealism to attain a better quality of life. This awareness and anxieties have implications in the quality of their participation in the social sciences classroom, in their performance of duties, and of relevant and effective views of themselves. They are pragmatically challenged by the work role abroad and extensively preparing for the responsibilities to demonstrate their professional global competence. It is important to utilize dialogic and phenomenological approaches in contextualizing the impacts and tensions of globalization, its implications to their rights and welfare, as well as its inference to national and global citizenship.
4. The participants’ continuum of intentionality indicates strong commitment to their profession to serve humanity that is not bounded by nationality. Their partiality to work in highly developed countries calls for expanded curricular offering in the social sciences such as active cultural discussions that can prepare and enable them to bond effectively about those societies and at least enlighten them on the human development indicators in those societies to correlate with their current contexts of national consciousness.
5. The participants are actively constructing and transforming social realities into pragmatic intentionality as well as they learn concepts of nationalism which are integrated in their course curriculum, but these nationalist concepts underwent standoff and revision in terms of reinforcement or repulsion by a network of influences that embed pragmatic impressions to their correlate consciousness. This active process of reconstructing concepts of nationalism has implications in the curriculum preparation and validation of teaching approaches and learning competencies geared towards liberating students’ sense of national identity. It is important to expand classroom discussion of essential nationalism
and its enlightened extension (internationalism) in the light of advocacies promoted by national and international council of nurses. This process may establish sound and more liberal choices in students’ decision making, in the context of larger and unified aspirations of nurses.
6. The collage of phenomenological approaches employed in the phases of this study demonstrated its potent as a tool and process of illuminating awareness of the participants lived experiences. Thus this accentuates the transformative role of the social sciences. The participants are ‘being capable of decision making and whose choice is related to their world’. The generated positive outlooks on their experiences from participation in the study suggest fruitful dialogues in the social sciences classroom utilizing these approaches. It is important to increase classroom based research employing dialogic and phenomenological approaches to enhance transformative learning.