This book is a unique and provocative study that weaves personal and historical narratives, diverse theoretical frameworks, and futures thinking. Using critical bricolage methodology and the Indigenous method of pakikipagkuwentuhan (storytelling), Rodriguez-Fransen amplifies the voices of Filipina educators as they interrogate and re-conceptualize colonial mentality as a systemic rather than an individual problem, and bridges the gap between educational theory and practice by creating new teaching and research tools, for scholars and practitioners in various sectors around the world: the Decolonial Portals and Decolonial Design Futures frameworks. This book takes readers on a journey through time, highlighting the interconnectedness and fluidity of past, present, and future stories of our world; it encourages all of us to recognize colonial mentality as a global problem, and calls for transdisciplinary, cross-sector, and cross-country collaborations in order to decolonize education and our futures.

Springer Nature Switzerland AG

Switzerland, Switzerland

Acknowledgments
Contents
About the Author
Abbreviations
List of Figures
Introduction
Part I: Personal Narrative and Theoretical Foundations
Chapter 1: Growing up with Colonial Mentality in the Philippines
1.1 Seeing the World Awry
1.2 Remembering the Philippine-American War, 1899–1913
1.3 The True Peripeteian Story of the Philippine-American War
1.4 Colonial Education: “The White Man’s Burden”
References
Chapter 2: Filipino and Filipino American Research on Colonial Mentality and Decolonizing Education
2.1 Colonial Mentality: A Review of the Literature
2.2 Curriculum and Pedagogy as Critical Sites for Decolonizing Work
2.3 Decolonization Efforts Among Filipinos in the Philippines
References
Chapter 3: Critical Bricolage Framework
3.1 Drawing on Multiple Epistemologies and Methods
3.2 Creating My Conceptual Framework: Narrative Bricolage
3.3 Pakikipagkuwentuhan
3.4 Historical Research
3.5 Design Justice
References
Part II: From Pakikipagkuwentuhan (Storytelling) to Designing Decolonial Futures: Filipina Educators Naming, Reflecting and Acting on Colonial Mentality
Chapter 4: Research Study on Colonial Mentality in the Philippines
4.1 Participants/Sampling
4.2 Data Collection Procedures
4.3 Data Analysis
4.4 Trustworthiness Strategies
4.5 Ethical Considerations
References
Chapter 5: Findings and Insights
5.1 Naming Colonial Mentality
5.1.1 Key Stories About Colonial Mentality
Key Story 1: White Is Beautiful
Key Story 2: English Is Superior to the Native Tongue
Key Story 3: Reconciling English as My Language
Key Story 4: Going Abroad Means Progress
Key Story 5: Our Educational Frameworks Are Still Primarily Western
Key Story 6: Colonial Mentality Is Systemic and Cannot Be Changed Overnight
Key Story 7: The Material Dimension of Colonial Mentality
Key Story 8: Our Hearts Lead Us Back to Our Provinces
Key Story 9: Empathizing with Our Indigenous Peoples
Key Story 10: My Little Rebellion
Meso-Narrative: A Filipina Educator’s Archetype Story
5.1.2 How the Micro- and Macro-Narratives Support, Contradict, or Shape One Another
Kutis-Mayaman: The Relationship Between Ideology of White Aesthetics and Socioeconomic Oppression
Doublespeak in the Philippine-American Relationship
Systemic and Complex Nature of Colonial Mentality
From American Colonial Education to Filipino Panloob (Insider) Educational Frameworks
Resisting Colonial Mentality
5.2 Reflecting on (De)Colonial Mentality
5.2.1 Participants’ Emotions During the Kuwentuhan Sessions
Kapwa
Feeling Moved
Sadness
Pity and Indignation
Frustration
Feeling Lost and Conflicted
Surprise
Excitement and Hope for the Future
5.2.2 Participants’ Insights from Their Stories
How Do We Define Colonial Mentality?
Difficulty of Decolonization
Are Women More Affected?
Who Is the Filipino?
Problems with Language Policies
Textbook Errors, Historical Distortion, and Lack of Contextualization
Policy Creation and Implementation Challenges
Movement to Value Filipinos and IP Knowledge in Education
Take Care of Our Educators–And They Can Localize Curriculum Themselves
5.3 Acting on Colonial Mentality
5.3.1 Reimagining Philippine Education, Ten Years from Now
Educators’ Welfare
Instruction, Research, and Curriculum (Including K-12 and Higher Education)
Alternative Learning Activities and Inclusivity
Political Involvement
Educational Spaces and Upgraded Facilities
Financial Resources and Partnerships
EdTech
Filipinization of Mass Media
Dystopian State of Education
Teaching Programs in the Provinces
Commentary on Ideas Generated by Participants
Prototypes
5.3.2 Contributions, Re-defining Colonial Mentality, and the Creation of New Teaching and Learning Tools
Expanding the Definition of Colonial Mentality
Contributions to Decolonial Feminism
Contributions to Decolonial Futures
Creation of New Teaching, Learning, and Research Tools
References
Chapter 6: Future Research
6.1 Representing Mindanao, More Genders, and More Indigenous Groups in Textbooks
6.2 Policy Creation and Implementation
6.3 Addressing Historical Distortions and Omissions
6.4 Filipino Identity/ies
6.5 Gender Dimension and Intersectionality of CM
6.6 Transdisciplinary and Cross-Sector Collaborations
6.7 Contextualizing Curriculum and Pedagogy to Local Cultures
6.8 Philippine Economy and the Purpose of Education
Reference
Part III: New Educational Frameworks: Decolonial Portals & Decolonial Design Futures
Chapter 7: Decolonial Portals as Educational Tools
7.1 Decolonial Portals
7.2 Applications of Decolonial Portals
References
Chapter 8: Decolonial Design Futures
8.1 Decolonial Design Futures Framework
8.1.1 Phases of Decolonial Design Futures
8.1.2 Values and Mindsets of Decolonial Design Futures
8.2 Applications for Scholarly and Design Research
References
Chapter 9: Boldly Imagining Decolonial Futures
References
Appendix A
Appendix B
Appendix C
Mila Micro-narrative
Appendix D
Yolanda Micro-narrative
Appendix E
Cha Micro-narrative
Appendix F
Jocelyn Micro-narrative
Appendix G
Carolina Micro-narrative
Appendix H
Malaya Micro-narrative
Index

2025-03-22