After years of occupying a vexed position in the American academy, Philippine studies has come into its own, emerging as a trenchant and dynamic space of inquiry. Filipino Studies is a field-defining collection of vibrant voices, critical perspectives, and provocative ideas about the cultural, political, and economic state of the Philippines and its diaspora. Traversing issues of colonialism, neoliberalism, globalization, and nationalism, this volume examines not only the past and present position of the Philippines and its people, but also advances new frameworks for re-conceptualizing this growing field. Written by a prestigious lineup of international scholars grappling with the legacies of colonialism and imperial power, the essays examine both the genealogy of the Philippines’ hyphenated identity as well as the future trajectory of the field. Hailing from multiple disciplines in the humanities and social sciences, the contributors revisit and contest traditional renditions of Philippine colonial histories, from racial formations and the Japanese occupation to the Cold War and “independence” from the United States. Whether addressing the contested memories of World War II, the “voyage” of Filipino men and women into the U.S. metropole, or migrant labor and the notion of home, the assembled essays tease out the links between the past and present, with a hopeful longing for various futures. Filipino Studies makes bold declarations about the productive frameworks that open up new archives and innovative landscapes of knowledge for Filipino and Filipino American Studies.

Read an interview with Robyn Rodriguez. Filipino American Transnational Activism: Diasporic Politics among the Second Generation offers an account of how Filipinos born or raised in the United States often defy the multiple assimilationist agendas that attempt to shape their understandings of themselves. Despite conditions that might lead them to reject any kind of relationship to the Philippines in favor of a deep rootedness in the United States, many forge linkages to the “homeland” and are actively engaged in activism and social movements transnationally. Though it may well be true that most Filipino Americans have an ambivalent relationship to the Philippines, many of the chapters of this book show that other possibilities for belonging and imaginaries of “home” are being crafted and pursued.

How can local experiences and the social transformation generated by modernity help to enrich our understanding of the international? What might a version of the much-discussed "non-Western International Relations (IR)" look like? What continuities and discontinuities from the Philippine experience in particular can be useful for understanding other post-colonial polities? The Philippines makes a fascinating case study of a medium-sized, developing, post-colonial, multi-ethnic and multi-cultural state in Southeast Asia. Cruz, Adiong and their contributors map horizons of non-Western approaches in Philippine experiences of IR, rooted in the Global South, and in local customs and practice. Examining both theory and praxis, they explore issues as diverse as pre-colonial history, diplomacy, religion, agrarian reform and the Philippines’ relationship with key regions in the Global South. The book will appeal to researchers interested in Southeast Asian Studies and alternative perspectives on IR.

DIVInterdisciplinary collection placing the U.S. imperial project in the Philippines within a global, comparative framework./div

This work addresses key topics which should be of interest to the academic and non-academic reader, such as the national level electoral politics, economic growth, the Philippine Chinese, law and order, opposition, the Left, and local and ethnic politics.

This volume takes an international and multidisciplinary approach to understanding students’ academic achievement. It does so by integrating educational literature with developmental psychology and family studies perspectives. Each of the nine chapters focuses on a particular country: China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, or the United States. It describes the country as a cultural context, examines the current school system and parenting in light of the school system, and provides empirical evidence from that country regarding links between parenting and students’ academic achievement. The book highlights similarities and differences in education and parenting across these nine countries - all varying widely in socioeconomic and cultural factors that affect schools and families. The volume contributes to greater understanding of links between parenting and academic performance in different cultural groups. It sheds light on how school systems and parenting are embedded in larger cultural settings that have implications for students’ educational experiences and academic achievement. As two of the most important contexts in which children and adolescents spend time, understanding how schools and families jointly contribute to academic achievement holds promise for advancing the international agenda of promoting quality education for all.