By Kiara-Jeané Kamāli‘i Alcaide
Talofa lava, ‘o Kiara-Jeané Kamāli‘i Alcaide ko‘u inoa. Ako ay isang guro sa DreamHouse ‘Ewa Beach Public Charter High School. Hi, my name is Kiara-Jeané Kamāli‘i Alcaide. I teach at DreamHouse ‘Ewa Beach Public Charter High School. I write this blog to share that despite the number of current efforts that are being made in the United States to restrict what students learn about the diverse history of this country – I am proud to be the first public charter school teacher in the state and country at-large to teach a Filipino history course to my students next fall. Part of a larger project aimed at integrating Filipino history and culture into the K-12 American school system, I am part of an inaugural cohort of teachers who are now being prepared to be instructors for this course. In this blog, I reflect on what this experience means to me both professionally and personally.
Introducing Filipino History and Culture to DreamHouse ‘Ewa Beach
To give a little bit of history, the official title of this brand-new social studies course is “Filipino History Culture” (CHR 2300). "The course will focus on Filipino history, culture, and identity in Hawai'i, the United States, and the world. Students will understand historical interactions and development and the social, cultural, political, economic, and environmental impacts on Filipinos locally and globally. Students will also explore their identities and cultural connections with other ethnic groups. The course will be grounded in community-based learning and engagement using inquiry and civic action” (Filipino Curriculum Project, 2024). The course is a part of the larger Filipino Curriculum Project which has the mission of empowering Filipinos and helping Non-Filipinos by integrating a curriculum reflecting Filipino history, culture, and identity in Hawaiʻi.” (Filipino Curriculum Project).
Marissa Halagao, Hanahau‘oli School class of ’17, took the lead on creating this course, and worked with students from across the state of Hawai‘i to help develop the course as a part of the Filipino Curriculum Project team. The units covered in this course are: (1) Identity, Historical Interactions and Developments; (2) Culture and Connections, Filipinos in Hawai‘i and in the U.S.; (3) The Philippines in an Interconnected World; and (4) Community Engagement and Civic Action. Students in this course will delve into historical narratives, and examining the social, cultural, political, economic, and environmental influences on both local and global Filipino communities. Most importantly, students will explore their own identities and cultural interconnections with not only Filipinos but with other ethnic groups. The course emphasizes community-based learning, and actively engages students through inquiry-based methods. It culminates with a final project that centers on student participation in their own civic initiatives.
A lot of work went into making this course a part of the approved list of high school social studies electives in the state of Hawai‘i. This work was accomplished by the student-led team of The Filipino Curriculum Project. Currently composed of high school and college students from all over the island of Oʻahu, the team started with only five original members. Today, “the team is ever-growing and continues to be as diverse as ever” (Filipino Curriculum Project). News media that covered the successful integration of Filipino History Culture into the Hawai'i Department of Education's (HIDOE) Subject Matter Standards included: ABS-CBN, KHON2, Star Advertiser, Hawai‘i News Now, Star Advertiser, Asian American News, Teen Vogue, and more. Learn more about it here!
All of the hard work that went into this process means a lot to me professionally. Just like the creators of the Filipino Curriculum Project, I believe that the representation of Filipinos in Hawai‘i’s high school curriculum is crucial. In Hawai‘i, Filipinos are the largest Asian demographic, yet the Filipino History Culture course is the first of its kind. This course acknowledges and honors the significant historical and cultural contributions of the Filipino community in the islands. By including Filipino-centered narratives, students gain a more comprehensive understanding of Hawai‘i's diverse heritage, fostering a sense of belonging and respect for all communities across the islands.
At my school, DreamHouse ‘Ewa Beach Public Charter High School, we chose to offer this course because of the Filipino Curriculum Project’s alignment with our school’s core competencies: Identity, Consciousness, Voice, Commitment to Community, and Servant Leadership. The mission for DreamHouse is for our student leaders to align themselves with these values, and the Filipino Curriculum Project embodies true representation through each of these core competencies. I am extremely honored to be the first instructor to teach, design, and implement the course with our student leaders!
To support the initial offering of Filipino History Culture at DreamHouse ‘Ewa Beach Public Charter High School, I have decided to pair the course with the “Pin@y Culture Council Internship.” The purpose of this internship is to give student leaders who are interested in advocacy, inclusion, and education the opportunity to both build their skills in a supportive community and to help with the inaugural implementation of the course at our school. The internship will be open to all DreamHouse 10th graders who will be taking the course in the January-March quarter of the ‘24-‘25 school year. Students who join the internship will have two primary responsibilities: (1) curriculum development and (2) in-class mentoring. During curriculum development sessions, student leaders will help me reflect on both the impact and relevance of the course through facilitated discussions on what we are learning (in line with the Filipino History Culture standards). They will partake in these curriculum reflection meetings for 8 weeks, meeting twice a week to discern the most significant and pertinent aspects of the standards in the class. As for in-class mentoring, student leader interns will transcend their typical roles in the classroom and serve as guides/mentors for their peers.
I am hoping that these student leaders will not only support the first class of students taking Filipino History Culture at DreamHouse next year, but will also help to make the course better for students who plan to take it in the future.
Why Me?
The opportunity to teach a course like this is close to my heart and in all honesty, quite a vulnerable place for me to be. I am proud to be a third-generation Samoan, a second-generation Filipina (fourth-generation on my mom’s side), and I am Kānaka ‘Ōiwi. I was born to a Polynesian/Filipina mom and a Filipino father, but I was raised by my mom and step-dad on the island of O‘ahu. Filipino culture was present throughout my life and household through the foods my mom cooked, the words we used at home, my passion for singing, my respect for my elders, and other Filipino cultural norms. However, I mainly felt connected to my Polynesian (specifically Hawaiian) culture growing up on the mokupuni and being raised with ‘Ōiwi culture in and out of my household.
Even though I held connections with my father’s side of the family, there were persistent feelings of alienation and guilt in that environment due to the family/parental dynamic that I have. In a sense, being around my father’s side of the family felt like a clash between who I was and who they wanted me to be; I didn’t feel that I was the “right type” of Filipina. As such, there were lots of complicated feelings of internalized racism along with a confused definition of what being Filipinx “means”. Since my father’s side of the family were the only Filipinos that I had familial ties with, I started to associate “true Filipinos” solely with his side of the family whom I lacked a deeper connection to. Though my mom still kept our version of multicultural Filipinality, I subconsciously leaned into my Polynesian side. As I reflect back on my personal experience, I realize that it would have been really helpful to have had avenues in school where I could have been supported academically and emotionally through this intense identity exploration.
All in all, multiculturalism and multiethnicity are thoroughly dynamic experiences, but common ones of many generations, specifically Millenials, Gen-Z, and now Gen-Alpha. Many multiethnic students can empathize with what I’ve experienced as well as many multi-generational Filipino-Americans. I’ve also realized that this feeling of multiple identities is a true Filipinx experience! There are 7,641 Philippine islands, nearly 200 Filipino languages, 111 Filipino dialects, and many different ethnicities under the bracket of “Filipino” (Philippine Statistics Authority). I’ve decided that since there are so many different languages, dialects, and ethnicities that are categorized and validated as authentically “Filipino”... I am Filipino; whether you like it or not, whether I like it or not!
I am personally drawn to teaching this course because I want Filipino History Culture to bring light to these types of culturally complex experiences, including those outside of Filipinx descent. Different types of cultures and ethnicities can relate to this feeling of multiculturalism, as it manifests in many different forms, transcending geographical boundaries and cultural differences. It embodies the essence of acceptance, respect, and appreciation for one another's heritage and identity. All students of the Filipino History Culture course will be able to relate to the curriculum regardless of where they originate, what cultures they represent, or what their ethnic background is. In Hawai‘i, the rich and distinctive Filipinx culture is undeniably unique, shaping the experiences of all residents in Hawai‘i. Filipinx culture in Hawai‘i has been shaped by centuries of migration, trade, plantation culture, and interaction, making Filipino History Culture a relevant course regardless of ethnic makeup. I hope this course will be a testament to the power of education to cultivate diversity and cultivate empathy in an increasingly interconnected world.
Additionally, this course was born out of a need for representation and I hope to provide specific representation for all mixed Filipinx children (especially those mixed with Polynesian) who were born and/or raised on the islands. More broadly, I hope to provide a space for all Filipinx students, regardless of blood quantum, language, country/city of origin, or family dynamics to feel proud of their Filipinx heritage and claim it as their own! I feel that this way, we will be one step closer to true inclusion and solidarity. In sum, I aspire for all students of Filipino History Culture to honor, acknowledge, and learn about their ancestors and homeland while simultaneously doing the same for their own personal narratives, thus crafting their unique Filipinx identity.
Final Reflections
As I reflect on what it means to me professionally and personally to be the first public charter school teacher to offer Filipino History and Culture, I want to extend my heartfelt gratitude to my Lolo Augusto and Grandpa Silverius Sr. Your unwavering love fills me with profound gratitude, and it is such a privilege to be your granddaughter and perpetuate (y)our culture. I also want to thank everyone who made the Filipino Curriculum Project possible. This groundbreaking initiative is more than just a curriculum; it is a movement toward greater cultural awareness and inclusivity. Being a part of this significant program is a testament to the power of young voices and the necessity for representation in education. Together, we are creating a brighter future where every student can see themselves reflected in their studies.
Works Cited:
Filipino Curriculum. “The Filipino Curriculum Project.” Filipino Curriculum, 2022, sites.google.com/view/filipinocurriculum/home?authuser=0.
Ishak, Natasha. “Filipino History Will Finally Be Taught in Hawai’i Schools, Thanks to These Students.” Teen Vogue, 27 Feb. 2024, www.teenvogue.com/story/filipino-history-will-finally-be-taught-in-hawaii-schools-thanks-to-these-students#:~:text=Last%20year%2C%20Hawai'i%20made,studies%20curriculum%20in%20its%20schools.
Philippine Statistics Authority. Ethnicity in the Philippines (2020 Census of Population and Housing) | Philippine Statistics Authority | Republic of the Philippines. www.psa.gov.ph/content/ethnicity-philippines-2020-census-population-and-housing.
About the Contributor
Kiara-Jeané Kamāli‘i Alcaide is a social studies Instructional Leader (teacher and curriculum designer) at DreamHouse ‘Ewa Beach Public Charter High School for grades 9 and 10. A former graduate of the University of California, San Diego with dual-bachelor's degrees in Psychology and Sociology (conc. Law and Society), she is also a part of the Kea‘ali‘ikūmakani cohort of Kanu o ka ‘Āina’s Kaho‘iwai Education Provider Program (EPP). Kiara was raised in the Kapolei, Makakilo, and ‘Ewa Beach areas where she spent much of her childhood longboarding or dancing hula and tahitian. She finds great joy not only out in the ocean, but reading fantasy/romance novels, spending time with animals, and getting lost in listening/creating music.
