Re-Imagining Roots of Knowledge through Filipino Community Collaborations

Abstract

There have been significant contributions and effort from Filipino communities to document their histories and educate others on Filipino culture and history despite colonialism and racism rendering their broader presence in society largely invisible. Filipinos’ preservation and educational efforts have grassroots, community-based origins both historically and contemporarily that fill the gaps left by a schooling system which fails to provide adequate representational and critical resources for Filipino youth. I argue that the issue stems from colonized systems of knowledge that create a disconnect between academic and community educational spaces, particularly for Filipino history. Through a critical qualitative study that explores three research sites documenting Filipino history based in California and Michigan, I analyze different types of historical and educational efforts intended to expose broader audiences to the contributions of Filipina/x/o Americans. The importance of this work addresses the need for collective and collaborative partnerships and labor between communities and academic institutions to move towards decolonizing and liberating educational spaces. The recommendations relate to doing transformative work with museums, supporting youth participation in historical inquiry, and cultivating creative approaches to learning that include care, healing, and imagination. The significance of this study is that it centers community-based knowledge and offers insights into theories and methodologies aimed at challenging white supremacy and colonized knowledge systems.