The conceptual framework behind Pinoy Teach is guided by the theories and practices of multicultural education, which we have condensed into our 5 C’s model: connections, concepts, content, critical pedagogy, and community. Because we recognize that Pinoy Teach is taught to diverse students, the curriculum needs to connect with all students at a personal and concrete level. This means structuring the curriculum around multicultural scholar James Banks’ (2015) transformative approach, which allows universal concepts to be viewed from multiple perspectives, including the student's. The concepts of Pinoy Teach are diversity, multiculturalism, civilization, perspective, revolution, imperialism, immigration, racism, discrimination, and ethnic identity. Once students find relevance to these concepts we can then introduce them to content on both Philippine and Filipino American history and culture.
Pinoy Teach advocates what Brazilian educator and philosopher, Paolo Freire (1989) describes as critical pedagogy, which encourages students to critically think about what they learn instead of being mere receptacles of knowledge.
Banks, J. (1999). An introduction to multicultural education (Vol. 2). Boston: Allyn and Bacon.
Dewey, J. (1938). Experience and education (1963 ed.). New York: Macmillan Publishing Company.
Freire, P. (1989). Pedagogy of the oppressed. New York: Continuum Press.
Relevant. Personal and concrete.
Big ideas. Universal and timeless.
Knowledge. Diversity and truth.
Critical Thinking. Questioning and healthy skepticism.
Cooperation. Relationships and caring.
Pinoy Teach helps students to challenge the Eurocentric and colonial representation of Philippine and Filipino history and culture. But we are not interested in having students replace one master narrative with another, but rather giving them the tools to challenge the construction of history by questioning who writes history and whose voices and experiences are represented.
We believe in American philosopher and educational reformer, John Dewey’s (1938) idea that learning occurs in community with others. Our lessons are activity-based and involve techniques such as cooperative learning, jigsaws, simulations, structured academic controversy, skits, and discussions that promote a collaborative spirit in the classroom. We find that when we work together in a community, we scaffold one’s learning. Dialogue allows us to name our realities in order to change it. Freire (1989, p. 81) states that, “without dialogue there is not community, and without community there can be no true education.”