Cebu, Cebuano History, History, Social History

Piecing the puzzle

A lot of historians from the provinces {like mine for example} say that Philippine national history has – unintentionally – left some (if not most) of provincial histories in the wayside and continues to be Manila-centric. This was a bone of contention almost 40 to 50 years ago. Today, several initiatives by provincial, regional and local historians have filled in some gaps in history and have allowed students of history to see the different historical processes and experiences in each region.

This blog post is an excerpt of a research proposal I submitted in graduate school: A Social History of Hunger in Cebu from 1899 to 1930.

Cebu in the nineteenth century was a rising commercial entrepot. Its geographical location and its natural harbor (See Canute Vandermeer’s work on Cebuano population) were advantages to a growing trade not only with its Southeast Asian neighbors but with the entire world as well. In 1860, Cebu was opened to world trade thereby increasing the volume of goods coming in and out of the province bringing in not only material stuff but a steady influx of new ideas, lifestyles and yes, even diseases.

As Cebu enjoyed its opening to world commerce, cultivation of sugar in some areas in the northern part of Cebu like Bogo increased. A preoccupation with land ownership began to emerge and land banking began at this time resulted in the displacement of a good number of tenants as land began to be a basis of wealth and influence in this time.

As more historical works of Cebu and its socio-economic development will be written by students of history, the puzzle pieces of national history will become clearer, more complete and more representative of the whole archipelago’s history. Cebu’s historical experience in its changes in landowning patterns, port-and-hinterland interactions and cultural developments show some similarities and contrasting patterns with other areas opened to world trade in the 19th century (Alfred McCoy & Edilberto de Jesus). Ports opened to the world economy did not necessarily have the same historical development and experience as that of Manila.

Recommended reading: Bruce Fenner’s Cebu: A Social-Economic History. It is a classic work in Cebuano History and a must-read for anyone interested in the history of the Cebuano economy and development of Cebuano society especially the Cebuano elite. Several prominent families like the Osmenas, Velosos, Chiong-Velosos, and some mestizo Chinese families are featured in the book.

There’s also an interesting work/graduate thesis on the Cebuano port economy by a former co-teacher of mine from the University of San Carlos (Roquezon Rubia).

History, Teaching

Teach. Research. Community work.

Seventeen years after graduation and letting go of my fears and apprehensions, I am now able to articulate 3 areas where I want to focus on professionally:  teach (part-time), do research and write a book and write articles and do community work.

It has taken me that long to let go of my fears and sort out what I really want.

When I was much younger, it was the steady income and money that was uppermost in my mind.  I wanted a stable job never mind if the teaching requirements took up most of my time from doing research.  After an experience teaching 2nd graders in a public school and teaching 7th and 11th graders in a private school, I finally put my hands up in surrender and mustered enough courage to pursue what I want and what I enjoy doing and that is to teach a subject or two, read, read and read books and articles and write and have time for my blogs and other creative ideas.

As my dad again reminded me this morning during breakfast, “Tsi, don’t think about the money.  Work on what you’re passionate about first and then the money will come later.  Sow first by doing unpaid work first and then the income will follow.”

I guess I now have the strength and self-awareness to admit to myself that I am not cut out for an all-out teaching career.  The kind of teaching career that makes one stay all day in the school churning out lesson plans, grading papers and working on all the paper trail.  It makes my brains go out, makes me restless and bored.  I want to work outside the box (literally and figuratively).

I would rather go to school for my classes only, mentor a few students for their papers, work at the university library for research work and publish a book and some articles.  At the same time, I would want to work on a community project that combines some of the things I am passionate about which are:  community development and history.

It was scary at first contemplating about this move but it has been two months now since I left the school where I once taught and so far this has been the most restful, “busy but not stressful” and enjoyable time of my career.  It is a bit challenging though not to have a fixed schedule as you have to be mindful of keeping time blocks to make sure that you work on the research projects you are involved in.  I have found that these days while I do not have a fixed schedule and a time in, time out schedule, I am more punctual without absences at this time.

Hopefully, I get to work on my planned Instagram and blog for Cebuano History and Culture.  That’s always been my dream:  to someday work on something that will make the ordinary Juan de la Cruz and the Bisayang Dako (like me) passionate, more aware and more knowledgeable about our local history.

 

*Photo mine – Taken at the Museo Parian sa Sugbo 1730 Jesuit House*

 

Teaching

HANDOUTS (PDF and Word versions)

Dear LET Reviewees,

I am in the process of converting my PowerPoint files to Word versions.  Here is the first file I have converted.  It is a combination of the following files:  Society and Culture, 2Q1_Socialization, Maslow and Alderfer’s theories, Social Inequality and Cultural Assimilation & Diffusion.  Thank you!

*Other files to follow 🙂

I. SOCIETY AND CULTURE 

PDF1_HANDOUT_Society & Culture_Jun 17

Word version:  HANDOUT_Society & Culture_Jun 17

II. ECONOMICS:

PDF version:  PDF2_HANDOUT_Economics

Word version: HANDOUT_Economics

III. CONSTITUTION:

PDF version – PDF3_HANDOUT_Constitution

Word: HANDOUT_Constitution

Teaching

Updated Social Studies (Gen. Ed.) files

Dear LET reviewees,

Here are some updated Gen. Ed. Social Studies files from yesterday’s lecture.  Feel free to download them.  God bless you and I’ll be praying for you as you study and prepare for the LET.  🙂 Phil Constitution articles1 Phil Constitution_final

2 State and Government

3 Rizal’s world

4 Society and Culture

5 PHIL HISTORY

6 Phil History _ Part 2

7 2Q.1_Socialization

8 Agrarian Reform & Taxation

9 CULTURE_Assimilation Diffusion

10 Economics

11 Maslow and Alderfer theories

Addendum:  12 Social Inequality:  Social Inequality

 

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PDF VERSIONS

PDF_2Q.1_Socialization

PDF_Agrarian Reform & Taxation

PDF_CULTURE_Assimilation Diffusion

PDF_Economics

PDF_Maslow and Alderfer theories

PDF_Phil Constitution_final

PDF_Phil History _ Part 2

PDF_PHIL HISTORY

PDF_Society and Culture

PDF_State and Government

PDF_Rizal’s world

PDF_Social Inequality