Ateneo de Manila University: Journals Online
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Political Science and the Marcos Dictatorship
Get PDFThis essay examines the position of political science as a discipline during the Marcos dictatorship. It explores the variations in political scientists’ approach to Marcos. Some approved and justified authoritarian rule, while others tried to elevate the political events to the level of “theory.” There was hardly any critique of the dictatorship in part because political scientists’ interpretation of the world did not dovetail with realities on the ground. Studies critical of martial law came from somewhere else, spearheaded by former political detainees who dabbled in dependency theory and did field research, leaving the discipline catching up with these nonpolitical scientists until the end of martial law
Itinerant Figures: Textual Mobilities in Fiction’s Diasporic Turn
Get PDFDiasporas are dynamic and volatile in today’s globalizing realities and imaginaries because the sense of place and location by which diasporic experiences are understood has become fluid, ambiguous, even contested, and no longer a fixed and static space. In the process of globalization fractured at the very site of identification of the postcolonial self, it becomes that liminal space in-between, constituting, at once, demand and desire. In the fictional texts analyzed in this special forum written either during or after direct colonial rule, an access is given to fleeting transnational images of the fugitive and ephemeral displacement, dispersal and migrancy of intellectuals and ordinary people that underscore cultural difference in their diasporic experience. However complex that access might be in view of the diverse and multi-layered methodological protocols of interpretive reading, we find diasporic subjects that are present but invisible in a foreign land, mobile but constrained, located but displaced, connected yet isolated, real but illusory. In other words, we see shadows of metaphorically liminal sites of possession and loss, participation and alienation, subjectivity and subjection
La gestión educativa para un desarrollo sostenible: Integrando la ecología y los valores comunitarios en prácticas de impacto social
No full textThis study explores a management education model to help integrate sustainable development ideas into university curricula and programs. This pedagogical model emphasizes a community-based approach along with other proven methods for university-community collaborations and course-based social impact analysis. The Laudato Si’ encyclical’s notion of integral ecology, along with the need to create community-benefit academic programs, inspired the establishment of a partnership between the University of San Francisco’s Master of Nonprofit Administration program and the Foundation for Sustainability Development. This partnership experience expanded into development practicum courses and solidified into strategies for integrating experiential learning and organizational development through community-based analysis. The graduate level pedagogical models discussed here are relevant to other academic institutions and programs who would like to educate students with a community-centered approach.Este estudio explora un modelo de gestión educativa para integrar las ideas de desarrollo sostenible en programas universitarios. Este modelo pedagógico tiene un enfoque comunitario junto con otras metodologías probadas para las colaboraciones entre la universidad y la comunidad y un análisis del impacto social basado en el curso. La noción que tiene la encíclica Laudato si’ de la ecología integral y la necesidad de crear programas académicos para el beneficio de la comunidad, inspiraron una colaboración entre el programa de Máster en Administración sin fines de lucro de la Universidad de San Francisco y la Foundation for Sustainability Development. Esta experiencia de colaboración se extendió a cursos de prácticas de desarrollo y se consolidó en estrategias para integrar la educación basada en la experiencia y el desarrollo organizacional a través de un análisis basado en la comunidad. Los modelos pedagógicos a nivel de posgrado estudiados aquí son relevantes para otras instituciones y programas académicos que quieren educar a los alumnos empleando un enfoque centrado en la comunidad.