http://repository.bsu.edu.ph/handle/123456789/680 2026-04-15T22:58:19Z 2026-04-15T22:58:19Z Gabriel-Bayanes, Lani E. http://repository.bsu.edu.ph/handle/123456789/715 2017-05-17T06:46:42Z 2011-04-01T00:00:00Z

Kinnoboyan music: meanings and construction in the context of the Kankanaeys of Loo an d Abatan Gabriel-Bayanes, Lani E. Motivated by the predominance of country music in the musical preference of the Igorots, this study explored the structure of meanings and construction of the musical genre as a popular culture of the Kankana-eys of Loo and Abatan. Using key informant interviews, group discussions, and semi-structured interviews, the study sought to determine the context or situation where country music is appropriated; the characteristics of country music that makes the respondents prefer it; and the meanings and construction of country music in the socio-cultural context of the respondents. Findings show that the respondents’ preferences to country music is result of a complex set of relations and interactions between mass media, cultural spheres, socio-cultural context, public and private routine or everyday life, and the particular time and location of the respondents. Country music as a “cultural good” introduced by the Americans and currently as media hype is taken by the respondents as a cultural resource in their own socio-cultural context. Through cultural power, the respondents are able to localize and “own” the music and appropriate it into their everyday public and private spheres. The term “kinnoboyan” which replaces “country” signifies the “kinnoboyan” landscape and community where the local “meaning system” of the music was constructed. In this landscape, the respondents were able to subvert the “Western-ness” of the genre and in return re-constructed and re-embedded local meanings in to the music. Findings also reveal that the local meanings of the music are structured in the evaluation of its lyrics and themes that reflect the respondent’ values, sentiments, and personality. The music also describes well their social relationships, daily routines, and their aspirations as settlers of the rural. Likewise, the parallelism of the music to their traditional day -eng, to the beating of their gong, and to the image of their “cowboyness” fills a socio-cultural nostalgia that brings them into a reflection of their ‘Igorotness” in the music. In their musical artistry, the use of vernacular language, setting, and local promotion are the main course of reproducing the “local” version of “kinnoboyan” music. This local artistry even bounds the songs to their ethno liguistic group, who holds the authentic understanding of the language of the music. As the music is associated to the group of Igorots, it is then advocated that the “kinnoboyan” music as a musical preference of the Igorots should be understood as neither a result of corporate and media promotion nor mainly a result of colonial influence but because it appeals not only to their own senses,emotions, thoughts of self and others, but also to their cultural consciousness. This consciousness actually makes “kinnoboyan” music their “own” production.

2011-04-01T00:00:00Z Wiber, Melanie G. http://repository.bsu.edu.ph/handle/123456789/714 2017-05-17T06:36:10Z 1986-10-09T00:00:00Z

Communal, Corporate and Cooperative: the property relations of the Ibaloi of Northern Luzon Wiber, Melanie G. A study of the social groups concerned with the productive technology of the Ibaloi of Northern Luzon was undertaken in a small community in Northeastern Benguet Province, Philippines. This research had two broad goals: The first goal was a practical concern for understanding the social context of traditional communal irrigation. The second goal was to gain insight into the corporate control of productive resources in a cognatic society. In relation to these goals, the Cordillera Central Region of Northern Luzon was chosen as a research area for several reasons: First, the Ibaloi and other Cordillera ethnic groups utilize communal irrigation in their traditional wet - rice subsistence economy. Second, the Ibaloi are a cognatic society and it was believed that they had only been marginally affected by the kinship, jural and bureaucratic systems of the Spanish and American colonial regimes. Third, the rapid spread of vegetable production into upland rice - producing communities has required that Cordillera peoples reassess their productive resources and realign their allocation of such resources to a new technological requirement. This state of ongoing change was considered interesting for evaluating some of the above issues. The research design required, first, a descriptive investigation of the productive resources of the Ibaloi, and the ownership and use patterns. This was followed by an assessment of the corporate models of George Appell (1974, 1976) as applied to the ownership of these resources, here applicable. The difficulties in applying Appell’s model led to further data gathering in problem areas identified in the model. These problems focus on what Brown (1984) has called the “plurality of jural units” sometimes found in certain societies and with certain other gaps in the model, including lack of diachronic perspective. These gaps aremost clearly seen when the model is applied to the organization of communal irrigation in an Ibaloi community. Nevertheless, the model, and its gaps, proved extremely instructive in identifying and focusing on those socio-jural areas where conflicts could and did occur. The thesis will address some of these gaps and will point out the utility of improving our models of group ownership in regards to development issues such as irrigation, land tenure, resource utilization and jural disparity. It will also identify the utility of such concepts for the analysis of the ownership of resources in cognatic societies and will suggest further directions for research.

1986-10-09T00:00:00Z Doriano, Stephen C. http://repository.bsu.edu.ph/handle/123456789/713 2017-05-17T06:25:39Z 2015-05-01T00:00:00Z

Fostering the Ibalois’ concept of Enemneman and Levinas’ Entre Nous as thinking of the other Doriano, Stephen C. The Study deals on fostering the Ibalois’ concept of enemneman with Emmanuel Levinas’ entre nous as thinking-of-the-Other. It is meant to rediscover and retrieve the forgotten frontiers of becoming a true enemneman; sage/wise from the Ibaloi culture. Emmanuel Levinas’ entre nous as thinking-of-the-Other serves as staff to reflect back on the original human experience of Ibalois’ custom particularly with caňao. On the other hand there are some points which need to be addressed and promulgate reforms at least considering some of its concepts that are ambiguous and are at times problematic in the sincere thought and genuine concern for one another. The need for critical investigation of one’s culture is meant to invigorate and uplift its stagnant and trailing essence in the authentic social relationship to care for one another. Thus, there is the endeavor of mutual understanding in this learning which aims to promote welfare to humanity.

2015-05-01T00:00:00Z Martin, Jessie Grace Sannadan http://repository.bsu.edu.ph/handle/123456789/712 2017-04-25T07:18:55Z 2012-03-01T00:00:00Z

Culture-Based Education in State Universities in the Cordillera Administrative Region Martin, Jessie Grace Sannadan This dissertation set out to explore, using faculty ethnic affiliation, gender, length of teaching experience, educational attainment, and field of specialization, how the use of teaching methods, choice of assessment methods and course content impacted culture-based education in state universities in the Cordillera Administrative Region. This study made use of the descriptive survey method. The survey questionnaire gathers demographic data such as ethnic affiliation, gender, the length of their teaching experiences, and their respective disciplines (which areas they specifically teach). These pieces of information are necessary in order to show exactly the population of the study and how the responses to the survey may be distributed among the respondents. Sixty faculty members teaching in the two state universities in the Cordillera Administrative Region Responded to the Survey. The data collection methods include survey instrument and interviews of willing faculty members. This study was framed to demonstrate that while there are enormous benefits to the enactment of culture-based education in the higher education classroom, there are major challenges that may have limiting affects on its implementation and the optimization of those benefits at the levels of the classroom such as faculty personal lives, and the institutional and the larger society environments. At the level of the classroom, some of the challenges are generated by culture diversity itself. The literature demonstrates that the culturally diverse classroom shows a proliferation of diverse teaching methods, assessment methods and content preferences that are culture-based. As a result, teaching and learning may need to be negotiated through the use of new and different pedagogies if faculty members are to be effective in the performance of their instructional roles. However, the researcher also shows that culture-based learning styles/preferences are just one among many challenges in the classroom. The study determines that there are prejudice and stereotypes in the culturally diverse educational setting. Underperformance due to institutional governance, anxiety about dilution of academic quality, organizational climate, external climate and language problems are all present in the culture-diverse classroom. These classroom diversity-related challenges create a dynamic that impacts teaching and learning. The study recommends that teachers must learn culture-based teaching strategies. This can be done by earmarking and allocating resources to train faculty leaders on the culture-based program. Those trained become a repository of knowledge for the institution through the conduct of educational seminars and workshops for other faculty members and the community. They can also become advisors on culture-based education to the leadership in guiding its efforts. Faculty members should also learn how to use peer mentoring as a teaching strategy to provide culture-based learning opportunities for ethnic minority students. They should exert effort to master the use of various types of cooperative learning. Faculty can choose from a range of methods in forming groups: • Provide opportunity for students to have one other member from the same culture in their group (if that is their preferences) to provide language and peer support and to help counter marginalization of voice. • Consider using groups for a variety of purpose-in class groups for discussion or assignments, homework groups, problem-solving groups, study groups. • Make groups heterogeneous across ethnicity, gender, ability, or home town. • Randomly assign students to groups by numbering, by drawing a number out of a bag, by choosing someone they haven’t worked with or spoken to before. • Allow students to form their own groups occasionally, although use this method sparingly and with caution so as to avoid reinforcing social group differences. • Address assumptions students might make about who they need in the group by reminding students that each individual brings a different combination of strengths and weaknesses into the group work context • Check for the length of time students stay in one particular group. In some instances, students prefer to maintain the same group because they have developed cooperative learning strategies and developed trust; in other instances, exposure to a range of students in a class may improve intercultural understanding and engagement with different ideas and learning styles. Teachers must ensure that the assessment tasks are inclusive and cognizant of all students’ cultural and educational backgrounds, that is, assessment activities should enable all students to perform according to their strengths. On student assessments, faculty members should consider varying the examination format between short answers and essay answers to enable students to better demonstrate their abilities. This study further recommends that institutions that desire to enact culture-based education need to make full commitment to the effort. It must not only be a seasonal effort but a long-term commitment. They must put it in effect in both the curricular and co-curricular programs. The inclusion of culture, in all its depth and definitions, must emanate throughout the curriculum design process. This is necessary and needed to meet national and global challenges in culture rich educational environments. Higher Education Institutions must draw on their strong research capabilities to undertake cultural studies with the aim to produce learning modules that can be integrated in the curriculum. A cultural studies center must be established in higher education institutions that will serve as repository for culturally relevant materials. Higher education is a vast and complex field and culture-based education a varied and intensive process. Culture-based education in higher education requires high-level commitment among advocates and champions at different levels in universities and institutions. A core group of policy-makers, advocates and champions with the support of governments needs to assist each other in planning for the implementation of culture-based education in higher education in the state universalities in the Cordillera Administrative Region. School administrators that desire to enact culture-based education must have a vision and a strategy, and the strategy must include leadership, funding resources, and a willingness to pay the cost. Finally, an advice for researchers interested in this topic: there is no want of information on ethnic diversity. The researcher must be discriminating in selecting the kinds of literature that will be useful to the topic or subject being studied. Too many opinion pieces of little use are available on the topic of cultural diversity. In order to save valuable time, researchers interested in this subject must define their topic clearly and stick with it. On the other hand, that there is no substitute for a general and broad knowledge of the subject matter. Therefore, a thorough review of the broader context of ethnicity in the Philippines, including history, public debates surrounding the issues, among other things, would be most helpful for conceptualization.

2012-03-01T00:00:00Z