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Resource: Tayo Na (Let Us Go)
Published
by:
United Church Press, New York, N.Y.
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What kind of resource is it? (a magazine, an idea book, a kit, a Sunday School curriculum resource, etc...)?
This is an ecumenical three -unit (four sessions per unit) Church school enrichment curriculum resource told in the context of the Filipino-American experience. - What is the main content (subject matter of the
resource?
Tayo Na relates the history and immigration story of Filipino-Americans within the context of our Christian Faith and Biblical Tradition, emphasizing freedom, acceptance, courage, diversity and justice. Its three main themes are: Strangers in a New World Celebrations One People, One God - What are the central goals or learning
objectives?
To promote multicultural awareness To probe the issues of identity and self-worth (primary focus- Filipino-American youth) To explore our Christian faith from a Filipino-American perspective To share Biblical Stories /Themes and the Christian experience of faith. - Who are the intended users/learners/audience?
In what settings would this be a helpful resource?
Tayo Na, was intentionally designed: For 2nd & 3rd generation Filipino-American youth (ages 12-14) For Non-Filipino-youth to see biblical themes from a different perspective. For churches who wish to promote understanding of other ethnic groups in their congregation. To promote the concept of diversity. Although this resource was specifically designed to address issues surrounding the Filipino-American community in Hawaii, it can be used (perhaps in conjunction with other pluralistic resources) whenever and wherever a church wishes to tell the story of our Holy Christian Faith using different faces and many perspectives. - What dimensions, or areas of pluralism/diversity
does the resource primarily address?
Filipino-American History is used to address sojourning to a new place (immigration), prejudice, and issues of disunity and formation of Christian community. Economic and social inequality is also addressed in the stories. Filipino Christians belong to a variety of denominations; experiences from Protestant and Catholic traditions are depicted and a variety of baptismal traditions (infant, adult, immersion, sprinkling etc,) are discussed. - How accurately does the resource portray the
perspectives of different ethnic groups, races, religions, cultures,
lifestyles, etc.? Does it
stereotype different groups?
The people in the historical, Biblical and cultural (folk-tales) stories used are positively depicted and non-stereotypical; strong leadership roles are portrayed for both men and women. It is important to note that this resource specifically describes the Filipino- American experience. Filipino culture is highly diverse with influences from French, Polynesian, Asian, Spanish, Dutch, Arabic, English, Indonesian, Indian and American cultures; care was taken to accurately reflect this diversity. - Do any stories included (real life, fictional,
Bible, historical) have strong ethnic characters?
See the response to question 6. - Are the settings and experiences used as examples
in the resource ones that a variety of people can identify with?
Yes. The resource uses examples reflecting common human experiences. For example Harvest festivals and Thanksgiving feasts are common to most cultures. In unit two, on Celebrations, the concept of thanksgiving is depicted through the Jewish festival of Succoth (Lev. 23:43, Ezekiel 8:16) and Pahiyas a harvest festival from Lucban (a town in the Philippines) honoring San Isidro the patron saint of farmers. - Do illustrations and images have ethnic
characteristics? Are the
illustrations accurate, sensitive and technically well done?
Yes. The illustrations are pen and ink (black and white) drawings; the drawings come from the Filipino experience (the majority of illustrations) reflecting the various cultural and ethnic influences in the Philippines. Time appropriate dress is used; men, women and children are equally and appropriately represented. The characters from Biblical stories are well drawn their features are distinguishable (more Semitic) from those of the Filipino illustrations. - Does the resource admit, allow for, and show
conflicts and problems faced in a diverse world?
The issues of: the immigrant experience, racial prejudice, economic inequality and assimilation are dealt with through a variety of personal stories. The authors intentionally represent people from the various geographical areas from the Philippines (Tagalogs, Ilokanos, Visayans, and Ilonggos). They take care not to generalize Filipinos, acknowledging the blend of various ethic stocks and cultures. They also acknowledge that diversity in ethnic traits and regional customs has contributed to disunity. - Does the resource contain any words, phrases,
clichés, or concepts that are racist?
There is no apparent bigotry; racial stereotyping and offensive phrasing is dealt with directly. For example in Unit III, One People One God, the story “Land of Bahala Na turns the fatalistic concept of “what will be will be” into the Christian Virtue of trust in God. Another story “Manana habit-what’s that?” deals will the characterization of Filipinos, Mexicans, Latinos/Hispanics etc. as procrastinators. This particular story emphasizes the importance of rest for/in a rigorous farm existence. One of the activities for this unit deals with labeling, stereotyping and the concept of positive culture traits. - Is any factual or historical material accurate?
Yes, the author and contributing committees provided an historical context for each story and unit, derived from factual data and the lived experience. - Are concepts illustrated with examples from
different cultures and lifestyles?
This resource deals with the Filipino-American experience. As noted in the question about conflicts in a diverse world, the resource intentionally addresses and portrays the different regional and ethnic groups and influences in/of the Philippines. Anglo/European influence and oppression are acknowledged. Lifestyle differences are addressed from economic, cultural and rural vs. urban standpoints. Gender depiction tends to avoid stereotyping. Sexual orientation is not addressed. Although the material list “Negroid” as one of the ethnic strains contributing to the Filipino “blend” there are no African or African- American illustrations or stories. - How diverse is the writing team?
The Author Fe’ R. Nebres is a Filipino who came to Hawaii in 1980 and is a graduate from Princeton Theological Seminary. The surnames of the illustrator, editors, the Multicultural Project team and Filipino Curriculum committee who helped develop this curriculum resource reflect the variety of ethnicities contributing to Filipino culture: Japanese, Chinese’s, Malay, Anglo, French and Hispanic/Latino. - Are the materials conducive to use in a variety
of settings and contexts?
Yes. The stories and activities are for the most part contained in the booklet. The following supplementary materials are required: Bibles, paper, pens, markers, and poster board. Therefore, it can be used for Sunday school, mid-week or after-school programs, youth groups, retreats, at a camp, and for intergenerational programs. - How do the materials consider a variety of
disabilities?
No, although general issues of health, stamina, disease and overcoming adversity are addressed in some of the stories there are no specific illustrations or references to the disabled. - What do you see as the strengths and weaknesses
of this resource?
Strengths: It emphasizes and recognizes the ethnic/ multicultural diversity of the Christian Faith Community. Designed to address the needs of the Filipino-community in Hawaii, Tayo Na effectively deals with issues common to immigrant and ethnic communities throughout the United States. Any church regardless of denomination could use it to embrace its Filipino-American community and/or address the concept of multiculturalism, easily. The Biblical stories and sacramental concepts appropriately match the personal, historical and folk stories told. The activities are congruent with the themes, objectives and scriptural references. The use of story, art, music games and discussion/reflection utilizes a variety of learning styles while depicting the diversity of Filipino Culture. This resource models the concept of community grounded in worship; each session begins with a Scriptural reference and closes with a meditation; the final session closes with a worship service. Weaknesses: Although the illustrations were accurate and not offensive, photographs and /or colored prints might be more eye appealing and better depict the Filipino-American experience. This resource lacked clarity in three areas. (1) The overall goal(s) were implied in the introductory material but not clearly stated. (2) This appears to be a teacher’s guide, it isn’t clear if separate student handbooks are provided or if this is the complete program. (3) There was no time frame given for each session, unit or the entire program. If one used one session per week it would take 12 weeks. The resource is in English with some titles, phrases and songs done in various Filipino dialects; it is designed for 2nd and 3rd generation Filipino-American youth, hence the use of English. This could be problematic if your purpose was to: (1) Promote intergenerational understanding in a Filipino-American community or Church. (2) Bridge a cultural gap in a faith community inviting new Filipino-American members. New immigrants or older relatives who’s English was poor could feel excluded from the program.
