Please use this identifier to cite or link to this item:

Paka(sarita)an : on Ilokano language, identity, and heritage education

File Description SizeFormat 
Soria_Julius_r.pdfVersion for non-UH users. Copying/Printing is not permitted5.8 MBAdobe PDFView/Open
Soria_Julius_uh.pdfVersion for UH users5.9 MBAdobe PDFView/Open

Item Summary

Title: Paka(sarita)an : on Ilokano language, identity, and heritage education
Authors: Soria, Julius Bajet
Keywords: Ilokano
heritage language
social justice
Issue Date: May 2012
Publisher: [Honolulu] : [University of Hawaii at Manoa], [May 2012]
Abstract: This study documented Ilokano as a heritage/community language in Hawaiʻi, focusing on Ilokano heritage learners at a public high school in urban Honolulu. The indigenous Ilokano word pakasaritaan (paka + sarita + an) contextualizes and frames this study to produce the body of knowledge on Ilokano heritage learners in Hawaiʻi. In putting together the sarita (stories) of the five Ilokano informants in this study, I engaged in saritaan (talk story) with the students to uncover their sarita in the context of their experiences at home, school, community, and with their peers to arrive at their pakasaritaan or their history. The intersection between sarita and pakasaritaan invokes/summons the other, hence, the story in history and history in the story. The findings revealed that the students' experiences were rich and multi-layered. The immigrant home was the core of the students' stories that planted the values of hard work and education. The results also showed (dis)connects between home and the school culture in the lives and education of these students. Offering Ilokano language to the heritage learner affirmed the cultural capital of the home, but more importantly, acknowledged the language and heritage rights of a marginalized group in spite of mainstream and hegemonic practices. This study extends the scholarship of heritage language learning from a uniquely Ilokano and youth perspective. It contributes to research methodologies by developing culturally appropriate protocols that respect and celebrate the stories of marginalized groups to work toward linguistic pluralism and social justice. The sarsarita (stories) combined lead us to larger conversations, pakasaritaan about diversity, language education, and minority rights. Finally, implications from this study and recommendations for pedagogy are discussed.
Description: Ph.D. University of Hawaii at Manoa 2012.
Includes bibliographical references.
Appears in Collections:Ph.D. - Education

Please contact if you need this content in an alternative format.

Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.