An Imaginary* Interview with a Philippines Collections Museum Donor

Ontological distance is the dehumanization that emerges from uninterrogated coloniality between colonized subjects and the oppressive systems. This distancing has occurred in the histories of U.S. teachers both domestic-based and abroad, especially in Southeast Asia. In Steinbock-Pratt’s (2019) historiography on the relationships between early 1900s U.S. teachers and their Filipinx students, ontological distance was “The crux of the colonial relationship was intimacy marked by closeness without understanding, suasion backed by violence, and affection bounded by white and American supremacy” (Steinbock-Pratt, 2019, p. 214). This dehumanizing psychological or ontological distance existed during U.S. colonial regimes abroad, specifically in Southeast Asia and continues on in some ways. By combining a critical analysis of journal entries from archives of the U.S. Thomasite teachers with restorying the weaponized objects these teachers brought back with them, from the Burke Museum’s Southeast Asia collections at the University of Washington, I use creative writing to disrupt the dehumanized narratives of Filipinx students from the 1900-1950s. Using tenets of Asian Critical Race Theory, I enact (re)constructive history and counter-storytelling to rethink former U.S. teachers’ exotifications of Filipinx peoples and lands. This dialogue hopes to contribute to decolonizing archival work, expanding processes of identity development, and modeling ways in which museum collections and archival work can intersect with Ethnic Studies education, creative writing, and teacher education

Challenging epistemologies of objectivity through collaborative pedagogy: Centering identity, power, emotions, and place in teacher education

In this essay, we discuss how we have attempted to counter the ongoing dominance and (re)inscription of White supremacist, ableist, and settler colonial ways of knowing and being within an elementary teacher education program (TEP) through a consideration of identity and power, emotions and place-based pedagogy. Our approaches indicate means for regenerating and expanding upon marginalized epistemologies in TEPs, challenging curricular epistemicide, while our stories also indicate that these approaches and related ways of knowing are intertwined with our own identities, histories and felt experiences as well as challenges to our enactment of this work

A Campaign for save Freedom Island movement and its strategies in eliciting the support of parish priests of Paranaque in their fight against the island\u27s reclamation

The project is a Campaign for Save Freedom Island in their effort to build a partnership with the parish priest in Paranaque in saving the last mangrove in Metro Manila. In the qualitative research, it was found that prior attempts in partnering up have not been very effective because the information needs of the priests were not satisfied in the span of time given for the meeting. Due to the priests busy schedule, it was crucial for SFIM to revise their content and way of presentation in order to effectively persuade the priests. The theories used for this project are the Theory of Planned Behavior and the Two-Step Theory. Other techniques such as Message Framing and Sender-Receiver Similarities were also used in the construction of the collaterals and manner of deliver in the meeting of the Priests. The researchers were able to address the problem through a campaign plan that consisted several materials and was able to persuade all Parishes met within the span of the project

Incorporating human rights into the corporate domain: due diligence, impact assessment and integrated risk management

Business and human rights are often thought to be antithetical, but as societal expectations on companies have grown, it has become increasingly important for businesses to understand and act upon their legal and moral obligations to respect human rights. The authors of this paper begin by charting the evolution of the rights paradigm and its incorporation into the corporate sphere of influence. Second, the concept of human rights due diligence is examined, owing to its prominence in John Ruggie’s ‘Protect, Respect and Remedy’ framework. Human Rights Impact Assessments, as an emerging due diligence tool, warrant further attention, theorization and critique. Finally, it is suggested that human rights due diligence could be consolidated within existing corporate risk management systems. Reframing human rights in the context of social and business risks may provide a path forncompanies to understand the need for human rights due diligence by linking rights considerations with business concerns