Humanizing Educator Activists Learning to Embody Revolution (HEALER)

• In Event: Redefining Asian American Success: Kuwentos of Radical Filipinx Pedagogies

Abstract

Purpose
The essence of revolution is embodied in the ethos of the Pin@y Educational Partnerships (PEP), inspired by the revolutionary spirit of Carlos Bulosan. The inception of PEP in 2001 by Dr. Allyson Tintiangco-Cubales and her students at San Francisco State University marked a pivotal moment in the advancement of Filipina/x/o American Studies. Over two decades, PEP has significantly contributed to the field, providing curricular and pedagogical resources that have shaped Ethnic Studies policy and practice nationwide. This research paper aims to shed light on PEP’s unique intergenerational movement, which cultivates radical teachers, scholars, leaders, and healers. Rooted in Ethnic Studies, critical pedagogy, social movement theory, and critical leadership praxis (CLP), this study introduces Humanizing Educator Activists Learning to Embody Revolution (HEALER), a pedagogical framework designed to grow Ethnic Studies teacher activists.

Theoretical Frameworks
Social movement theory examines the narratives of resistance, agency, and legacies of radical collective action. Della Porta and Diani (2006) define social movements as more than just a series of protest events or specific campaigns. They represent a sense of common purpose and shared commitment to a cause, linking individual activists and organizations in broader collective mobilization. The importance of intergenerational relationships within PEP is highlighted by Fujino and Rodriguez (2022), who stress that the essence of organizing movements lies in relationship building. These intimate connections deepen through activism and struggle, fostering sustainable community building and political organizing.

Methodology
In line with the theme of "Research, Remedy, and Repair: Toward Just Education Renewal," this research paper examines how PEP’s HEALER initiatives align with these principles. Remedy focuses on the educational strategies employed by PEP to address and mitigate these injustices, while repair involves the ongoing efforts to heal and strengthen community bonds through our HEALER framework. By highlighting these processes, the paper aims to demonstrate the transformative potential of education in promoting social justice and community renewal. This research derives its theoretical orientation from a critical hermeneutic tradition (Herda, 1999). Through an interpretive anthropological and participatory inquiry, this orientation and approach serve as praxis of unraveling narratives based on the recollection of memory and conversation. We explore the refiguration of memory, identity, and action through the creation of curriculum and community that is rooted in our HEALER framework.

Significance
The growth and evolution of PEP are inspired by our vision for social justice in sparking the generational healing for Filipina/x/o Americans and Black, Indigenous, and People of Color (BIPOC) communities. Using our HEALER model to respond to our challenges post-COVID-19, PEP has cultivated a growing community rooted in Ethnic Studies by developing a consciousness toward decolonization, healing, and possibilities. PEP is a continuation of our radical Filipina/x/o and Filipina/x/o American lineage that informs our historical responsibility to educate and grow teacher activists to serve our communities. PEP’s HEALER framework can inform and sustain a community-based educational initiative, ultimately contributing to the broader discourse on educational activism and social justice.

Authors

• Arlene S. Daus-Magbual, San Francisco State University

• Rod Daus-Magbual, Pin@y Educational Partnerships

• Verma Zapanta, Pin@y Educational Partnerships