0..5/+48 /)#)’.’/4 & &5%#4+0/ Discussion GuiDe · 2018-10-22 · Po DISCUSSION GUIDe |2 The...

The Learning

A Film by Ramona Diaz

Community

Engagement & Education

Discussion GuiDe

www.pbs.org/pov

POV

PoV

|2DISCUSSION GUIDe

The Learning

PoVLeTTer from The fiLmmaker

DISCUSSION GUIDe

The Learning

Baltimore, 2011

rather than simply retelling events, i am drawn to exploring the way power is harnessed, and especially how it may be seized

by charismatic individuals in the name of the people, and then reclaimed by the people when, collectively, they are able to

break the spell.

in my film Imelda (2005), i tried to understand how imelda marcos, in her role as First lady of the Philippines, was able not

to steal power from the Filipino people, but to use their fascination with myth and symbols, their pride and their deep inse-

curities to coax power from them during the interminable and dispiriting years of martial law. in Spirits Rising (1996), i tried

to understand how the grassroots People Power movement was able to catalyze and sustain an insurrection that ended the

20-year regime of President Ferdinand marcos and sent him into exile in 1986.

in The Learning, i wanted to look at power from another vantage point. i conceived of this film as a sort of “reverse angle”

response to both imelda marcos and the female insurgents who took part in overthrowing the marcos government. While

imelda marcos was charming and ruthless in her pursuit of power, the Filipina teachers in this film are women cornered by

economic circumstances. While the women of the People Power uprising empowered themselves within the context of a

movement to secure the future of the Philippines, the teachers act in isolation, as they are entirely on their own in trying to

secure brighter futures for their children.

i make films about the Philippines because it’s what i know. i have a great advantage when it comes to looking at the Philip-

pines, because, while i was born and raised there, i’ve lived my entire adult life in the united states. i’m both an insider and

an outsider, which allows me to have a very distinct point of view.

Ramona Diaz, Director/Producer/Writer

3 Introduction

4 Potential Partners

4 Key Issues

4 Using This Guide

5 Background Information

5 Overseas Filipino Workers (OFWs)

6 From Manila to Maryland:

A Teacher Migration

8 Outsourcing Education

in the United States

8 Baltimore City Statistics

9 Impact on Education in the Philippines

10 Selected People Featured

in The Learning

10 General Discussion Questions

11 Discussion Prompts

13 Taking Action

14 Resources

16 How to Buy the Film

Writer

Faith Rogow, PhD

Insighters Educational Consulting

background Writers and editors

Kristine Wilton

Guide Producers, PoV

eliza Licht

Vice President,

Community Engagement & Education, POV

Jamie Dobie

Coordinator,


Aubrey Gallegos

Intern,


Design: Rafael Jiménez

Copy editor: Natalie Danford

Thanks to those who reviewed this guide:

Katrina Abarcar

Katarungan: Center for Peace, Justice

and Human Rights in the Philippines

Ramona Diaz

Filmmaker, The Learning

PoV

|3DISCUSSION GUIDe

The Learning

PoVTabLe of conTenTs crediTs

When the united states took possession of the Philippines in

1898, american teachers set up schools modeled on the

american public school system. now, in a striking turnabout,

american schools are recruiting Filipino teachers.

The Learning (90 minutes) is the story of four Filipina

women, each facing her first year in the Baltimore public

schools, where learning is a two-way street marked with dis-

appointment and inspiring breakthroughs. Declining school

funding, urban poverty and crime have given these teachers

a golden opportunity – and delivered rude shocks as the

women are thrust into the heart of the american educational

crisis. as an outreach tool, the film uses the touching lens of

personal profiles to offer opportunities to examine educa-

tional issues facing urban schools, the ways that cultural dif-

ferences affect classroom dynamics and the challenges faced

by foreign workers in the united states who leave their fam-

ilies behind in order to improve their economic status.

inTroducTion

The Learning is well suited for use in a variety of settings

and is especially recommended for use with:

• your local Pbs station

• Groups that have discussed previous Pbs and PoV

films relating to education, including The Boys of

Baraka and The Principal Story, or films relating to

the economics of immigrant remittance payments,

such as The Sixth Section

• Groups focused on any of the issues listed in the

key issues section

• high school and college students

• faith-based organizations and institutions

• cultural, art and historical organizations,

institutions and museums

• civic, fraternal and community groups

• academic departments and student groups at

colleges, universities and high schools

• community organizations with a mission to

promote education and learning, such as local

libraries

The Learning is an excellent tool for outreach and will

be of special interest to people looking to explore the

following topics:

• asian/Pacific islander culture

• african americans

• baltimore

• cultural competency

• economics

• education

• hard-to-staff schools

• immigrant labor

• Philippines/filipinos

• Poverty

• remittances

• Teachers

• urban schools

PoV

|4DISCUSSION GUIDe

The Learning

usinG This Guide

this guide is an invitation to dialogue. it is based on a belief in the power of human connection, designed for people who

want to use The Learning to engage family, friends, classmates, colleagues and communities. in contrast to initiatives that

foster debates in which participants try to convince others that they are right, this document envisions conversations un-

dertaken in a spirit of openness in which people try to understand one another and expand their thinking by sharing

viewpoints and listening actively.

the discussion prompts are intentionally crafted to help a wide range of audiences think more deeply about the issues

in the film. rather than attempting to address them all, choose one or two that best meet your needs and interests. and

be sure to leave time to consider taking action. Planning next steps can help people leave the room feeling energized and

optimistic, even in instances when conversations have been difficult.

For more detailed event planning and facilitation tips, visit www.pbs.org/pov/outreach

PoVPoTenTiaL ParTners key issues

PoVbackGround informaTion

|5DISCUSSION GUIDe

The Learning

overseas filipino Workers (ofWs)

since World War ii, the Philippines has gone from being one

of the richest countries in asia – after Japan – to one of the

poorest, with a gross domestic product (GDP) per capita of

just $2,007 in 2010, compared to $32,700 in Japan. a severe

recession in the 1980s saw the economy of the Philippines

shrink by more than 10 percent, and years of political volatil-

ity during and since the time when Ferdinand marcos was

president (1965 to 1986) have contributed to economic stag-

nation.

easing poverty has been a top priority for decades, with

leaders attempting various reform programs in hopes of

spurring economic growth. one such effort was a decree by

marcos in 1974 to “facilitate and regulate the movement of

workers in conformity with the national interest.” He believed

that exporting Filipinos would serve as a source of foreign

exchange and would increase revenue for the country’s

economy. annual overseas deployment increased tenfold.

Working abroad has since become commonplace for Fil-

ipinos, weaving itself into the political and social fabric of

their country. of a total current population of 92.2 million,

there are approximately 10 million overseas Filipino Workers

(oFWs) around the world in 170 countries, with 1 million in

saudi arabia alone, followed by Japan, Hong Kong, the

united arab emirates and taiwan. Financial motivations for

leaving are high: according to the World Bank, in 2010 26.5

percent of Filipinos were living below the poverty line, and

as of april 2011, the unemployment rate and underemploy-

ment rate in the Philippines was 7.2 percent year over year

and 19.4 percent year over year, respectively. remittances

account for more than one tenth of the gross domestic

product of the Philippines. as of 2007, the Philippines

ranked fourth in the world in annual remittances, behind only

india ($25 billion), china ($24 billion) and mexico ($24 bil-

lion). in 2010, remittances from Filipinos based abroad

reached over $20 billion, the highest figure ever recorded,

marking 8.2 percent growth from the $17.07 billion regis-

tered in 2009.

the movement does draw criticism, however. economist

Joseph anthony lim of ateneo de manila university notes

that, prior to the financial crisis, economic growth in the

country was largely spurred by remittances, which were

used for private consumption rather than investment. He ar-

gues that the government needs to focus on implementing

real reform at home that will provide sustainable

growth and address systemic and structural poverty.

other common criticisms focus on the high social cost of mi-

gration, including the breakup of families out of economic

necessity, and government neglect and insensitivity.

those focusing on the positive side of overseas employment

point out that poverty rates have been cut in places like the

Philippines as a result of the practice, private money is less

susceptible to corruption than foreign aid, governments

have been able to reduce their borrowing, and consumption

among the poor is a positive development rather than a neg-

ative one.

in the Philippines, oFWs are commonly called “bagong

bayani,” which means “new heroes.”

sources:

american Federation of teachers. “importing educators: causes and

consequences of international teacher recruitment.”

http://www.aft.org/pdfs/international/importingeducators0609.pdf

“Baltimore Hiring of Filipino teachers Questioned.” associated Press,

april 6, 2011.

http://baltimore.cbslocal.com/2011/04/06/baltimore-hiring-of-filipino-

teachers-questioned/

“Baltimore school District travels to Philippines to Hire teachers.”

Filipino Reporter, January 20, 2005.

http://www.indypressny.org/nycma/voices/154/

briefs/briefs_1/

Bowie, liz, and erica l. Green. “city used Hiring Practices criticized in

Prince George’s county, Filipino teachers say.” The Baltimore Sun,

april 5, 2011.

http://articles.baltimoresun.com/2011-04-05/news/

bs-md-filipino-teachers-20110405_1_filipino-teachers-filipino-educators-

anthony-japzon

cia. “the World Factbook: Philippines.”

https://www.cia.gov/library/publications/the-world-

factbook/geos/rp.html

DeParle, Jason. “a Good Provider is one Who leaves.” The New York

Times, april 22, 2007.

http://www.nytimes.com/2007/04/22/magazine/22Workers.t.html?scp=

1&sq=a%20Good%20Provider%20is%20one%20Who%20leaves&st=cse

ellao, Janess ann J. “Worst Year of oFWs.” Bulatlat, July 24, 2011

http://bulatlat.com/main/2011/07/24/worst-year-for-ofws/

Goodwin, liz. “school District must Pay millions in Back Pay to Foreign

teachers.” Yahoo! news, april 7, 2011.

http://news.yahoo.com/s/yblog_thelookout/20110407/us_yblog_thelookout/

school-district-must-pay-millions-in-back-pay-to-foreign-teachers

Katigbak, Jose. “Baltimore to Hire 178 Pinoy teachers,” The Philippine

Star.

http://pinoyteachersnetwork.blogspot.com/2008_01_01_archive.html


|6DISCUSSION GUIDe

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neufeld, sara. “Filipino teachers learn life lessons in Baltimore.” The

Baltimore Sun, august 28, 2005.

http://articles.baltimoresun.com/2005-08-

28/news/0508280105_1_teachers-mercado-baltimore

PoV. “The Learning.”

www.pbs.org/pov/learning/

remo, michelle. “oFW remittances Hit $18.76B, an all-time High.”

Philippine Daily Inquirer, February 15, 2011.

http://globalnation.inquirer.net/news/breakingnews/view/20110215-

320414/oFW-remittances-hit-1876B-an-all-time-high-BsP

“school District Fined millions for Violating immigration laws.” Balitang

America, april 7, 2011.

http://www.balitangamerica.tv/school-district-fined-millions-for-hiring-

filipino-teachers/

tancinco, lourdes santos. “Hundreds of Filipino teachers in maryland

Face uncertainties.” Philippine Daily Inquirer, april 16, 2011.

http://globalnation.inquirer.net/global_pinoy/global_pinoy/view/20110

416-331536/Hundreds-of-Filipino-teachers-in-maryland-face-

uncertainties

u.s. Department of state. “Background note: Philippines.”

http://www.state.gov/r/pa/ei/bgn/2794.htm

from manila to maryland:

a Teacher migration

currently, 600 Filipino teachers are working in Baltimore,

comprising 10 percent of teachers in the Baltimore city

school system. statewide, the number is estimated to be

more than 1,200.

teaching abroad is an attractive option for many Filipino

teachers, who stand to earn as much as 25 times their stan-

dard salaries in the Philippines. in Baltimore, which has been

actively recruiting in the Philippines since 2005, Filipino

teachers earn as much as $45,000 a year, as compared to an

average of $3,500 earned for teaching public school in the

Philippines (and slightly more for teaching private school).

typically, interested teachers apply through a for-profit re-

cruitment agency and pay $5,000 to $8,000 in fees to cover

transportation to the united states, immigration certification

and housing assistance.

For school districts such as Baltimore’s, recruiting abroad is

efficient and cost-effective. studies conducted by the cen-

ter for american Progress and the national commission on

teaching and america’s Future show that teacher turnover

rates are highest in the nation’s poorest areas, leaving many

low-income urban schools in constant need of new teach-

ers. according to a maryland teacher staffing report, 60 per-

cent of new teachers in the city of Baltimore leave after

fewer than five years. teacher attrition is estimated to cost

maryland approximately $42 million annually.

rather than recruiting at various job fairs and through other

outlets in the united states, a recruitment agency can fill

multiple positions by sending representatives on one trip to

manila in the Philippines. there, they can choose from hun-

dreds of pre-screened applicants. Filipino teachers are highly

valued because of their excellent english skills; when amer-

ican teachers set up the public school system in the Philip-

pines, english was established as the language of instruction

and remains so to this day.

a recent decision by the u.s. Department of labor, however,

has halted the recruitment process. an april 2011 investiga-

tion of maryland’s Prince George’s county school district,

which had recruited more than 1,000 teachers from the

Philippines since 2005, found that the district had failed to

pay proper wages and to maintain proper documentation.

the district was ordered to pay a penalty of $1.74 million, as

well as back wages amounting to more than $4.3 million, to

1,044 teachers, most of them Filipino. on July 7, 2011, the

Prince George’s county public schools reached a settlement


|7DISCUSSION GUIDe

The Learning

and agreed to pay the $4.3 million in back wages and to be

barred from employment-based sponsorship for two years.

For scores of teachers, this agreement meant an abrupt end

to their lawful status in the united states.

according to u.s. immigration law on H1B visas, a temporary

nonimmigrant professional worker must be paid the prevail-

ing wage, and no cost of petitioning the worker may be paid

by the worker, including filing and legal fees. By requiring

Filipino teachers to pay their own fees, Prince George’s

county was essentially paying them less than it paid their

american counterparts. teachers employed by the Balti-

more schools say their district, which already has more than

600 Filipino teachers, followed the same procedures for

which Prince George’s county is currently being penalized.

Prior to the announcement, an association of Filipino teach-

ers in Prince George’s county had written to the Board of

education claiming “unlawful dismissal” after promises of

tenure. Hundreds of teachers in the district had been told in

organized meetings that visas would not be extended to

teachers in “noncritical” areas due to budget cuts. the teach-

ers have since learned that the district was already under in-

vestigation at that time.

the Prince George’s county public school system has been

denied the opportunity to sponsor any more foreign national

teachers, either for H1B visas or for permanent resident visas.

H1B visas may be renewed once, but not for more than six

years total. once a visa runs out, the H1B worker (or teacher,

in this case) should have an employment- or family-based

immigrant petition approved or underway. However, these

applications are not always accepted. citizenship has been

denied to 15 Filipino teachers since march 2011. teachers

whose visas are no longer going to be extended — some of

whom have already invested in homes for themselves and

their families in the united states — face a choice between

returning to their home countries, pursuing claims for

wrongful termination and/or finding new employers to peti-

tion for them in the united states. However, it is believed

that the Prince George’s county decision may discourage

other school districts from hiring.

sources:




“Baltimore Hiring of Filipino teachers Questioned.” associated Press,

april 6, 2011.

http://baltimore.cbslocal.com/2011/04/06/baltimore-hiring-of-filipino-

teachers-questioned/

“Baltimore school District travels to Philippines to Hire teachers.”

Filipino Reporter, January 20, 2005.

http://www.indypressny.org/nycma/voices/154/briefs/briefs_1/

Bowie, liz, and erica l. Green. “city used Hiring Practices criticized in

Prince George’s county, Filipino teachers say.” The Baltimore Sun,

april 5, 2011.

http://articles.baltimoresun.com/2011-04-05/news/bs-md-filipino-

teachers-20110405_1_filipino-teachers-filipino-educators-anthony-japzon

center for american Progress. “teacher turnover, tenure Policies and

the Distribution of teacher Quality: can High-Poverty schools catch a

Break?”

http://www.americanprogress.org/issues/2008/12/pdf/teacher_attritio

n.pdf

cia. “the World Factbook: Philippines.”

https://www.cia.gov/library/publications/the-world-

factbook/geos/rp.html

DeParle, Jason. “a Good Provider is one Who leaves.” The New York

Times, april 22, 2007.

http://www.nytimes.com/2007/04/22/magazine/22Workers.t.html?scp

=1&sq=a%20Good%20Provider%20is%20one%20Who%20leaves&st=c

se

Goodwin, liz. “school District must Pay millions in Back Pay to Foreign

teachers.” Yahoo! News, april 7, 2011.

http://news.yahoo.com/s/yblog_thelookout/20110407/us_yblog_thelo

okout/school-district-must-pay-millions-in-back-pay-to-foreign-

teachers

Katigbak, Jose. “Baltimore to Hire 178 Pinoy teachers,” The Philippine

Star.

http://pinoyteachersnetwork.blogspot.com/2008_01_01_archive.html

maryland teacher shortage task Force report.

http://www.msde.maryland.gov/nr/rdonlyres/517D465a-F0B5-40DD-

BB4B-e98ea716ec46/18195/mD_tstF_report_0608.pdf

neufeld, sara. “Filipino teachers learn life lessons in Baltimore.” The

Baltimore Sun, august 28, 2005.

http://articles.baltimoresun.com/2005-08-

28/news/0508280105_1_teachers-mercado-baltimore

PoV. “The Learning.”

www.pbs.org/pov/learning/

remo, michelle. “oFW remittances Hit $18.76B, an all-time High.”

Philippine Daily Inquirer, February 15, 2011.

http://globalnation.inquirer.net/news/breakingnews/view/20110215-

320414/oFW-remittances-hit-1876B-an-all-time-high-BsP


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“school District Fined millions for Violating immigration laws.” Balitang

America, april 7, 2011.

http://www.balitangamerica.tv/school-district-fined-millions-for-hiring-

filipino-teachers/

tancinco, lourdes santos. “Hundreds of Filipino teachers in maryland

Face uncertainties.” Philippine Daily Inquirer, april 16, 2011.

http://globalnation.inquirer.net/global_pinoy/global_pinoy/view/20110

416-331536/Hundreds-of-Filipino-teachers-in-maryland-face-

uncertainties



outsourcing education in the united states

the american Federation of teachers reports that there

were an estimated 19,000 teachers working in the united

states on temporary visas in 2007, and numbers were in-

creasing. according to the u.s. Department of labor, the

five states with the highest numbers of overseas teachers

are texas, new York, california, maryland and louisiana.

schools having a particularly hard time recruiting and re-

taining teachers include those in the inner cities and in rural

areas, where populations tend to be poorer, books and sup-

plies scarce and salaries low. science, math and special ed-

ucation positions are the hardest to fill.

critics of recruiting abroad, such as the american Federa-

tion of teachers, say that rather than importing teachers

from countries that may, as a result, end up with their own

shortages, u.s. government and school districts instead

ought to address the reasons underlying their shortages, in

particular teacher compensation and benefits. they say that

bringing in teachers from elsewhere only patches over prob-

lems in the current education system by providing a quick-

fix solution

sources:




Bazar, emily. “schools in need employ teachers From overseas.” USA

Today, october 27, 2008.

http://www.usatoday.com/news/education/2008-10-22-foreign-

teachers_n.htm

southern Poverty law center. “Guestworker teachers Defrauded in

international labor trafficking scheme.”

http://www.splcenter.org/get-informed/news/splc-fights-for-

guestworker-teachers-defrauded-in-international

-labor-trafficking

baltimore city statistics

• 2010 Baltimore demographics: 63.7% african american,

29.6% white.

• 2005-2009 average: 16% of all Baltimore families were

living below the poverty line, compared to 10% nationwide.

in 2010, 57% of african american boys in Baltimore public

schools received high school diplomas, a 12% increase over

the previous three years. according to a maryland state “re-

port card,” the comprehensive dropout rate for grades nine

through twelve in the city of Baltimore declined from 11.69%

in 2005 to 4.07% in 2010.

• the maryland Department of education’s suspension

rates report indicates that from 2009-2010, 6,547 students

from Baltimore public schools were suspended, down from

11,892 in the 2004-2005 school year; 95% of the students

suspended in the Baltimore city schools in the 2009-2010

year were african american.

• according to the 2008 DaWn emergency Department

metro report, there were 25,000 total substance abuse

treatment admissions in Baltimore.

• residents of Baltimore seeking substance abuse treat-

ment are more likely to report heroin as their “primary sub-

stance of abuse” than other members of the u.s. population

seeking substance abuse treatment.

• a 2010 report issued by the maryland Department of

Juvenile services shows that Baltimore had the highest num-

ber of juvenile intakes in the state that year; 95% of all peo-

ple subject to intake in Baltimore were african american.

most were between the ages of 15 and 17.

sources:

u.s. census Bureau. “state and county QuickFacts: Baltimore city,

maryland.”

http://quickfacts.census.gov/qfd/states/24/24510.html

u.s. census Bureau. “Fact sheet: Baltimore city,

maryland.”http://factfinder.census.gov/servlet/acssaFFFacts?_event=

&geo_id=05000us24510&_geocontext=01000us|04000us24|05000u

s24510&_street=&_county=baltimore&_citytown=baltimore&_state=04

000us24&_zip=&_lang=en&_sse=on&activeGeoDiv=&_useeV=&pctxt=f

ph&pgsl=050&_submenuid=population_0&ds_name=Dec_2000_saFF

&_ci_nbr=null&qr_name=null&reg=null%3anull&_keyword=&_industry

Bowie, liz. “Fewer Black males are Dropping out of school in

Baltimore.” The Baltimore Sun, october 20, 2010.

http://articles.baltimoresun.com/2010-10-20/news/bs-md-ci-black-

male-graduation-20101020_1_black-male-students-graduation-rate-dro

pout-rate


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2010 maryland report card. “Baltimore city.”

http://msp2010.msde.state.md.us/Graduation.aspx?K=30aaaa&WDat

a=state#dropout

maryland Department of Juvenile services. “FY 2010 annual statistical

report.”

www.djs.state.md.us/pdf/2010stat_report-section1.pdf

maryland state Department of education. “maryland Public school

suspensions by school and major offense category, 2004-2005.”

http://www.marylandpublicschools.org/nr/rdonlyres/a4f036d6-551e-

496a-951b-99b5476a463a/8109/susp05_sch2.pdf

open society Foundations. “out-of-school suspension, maryland and

Baltimore city 2009-2010.”

http://www.soros.org/initiatives/baltimore/articles_publications/public

ations/suspension-factsheet-20110214

substance abuse and mental Health services administration.

“substance abuse treatment in metropolitan areas.”

http://www.samhsa.gov/statesinbrief/cityreports/508PDF_Baltimore_

mD.pdf

impact on education in the Philippines

the recruitment of large numbers of Filipino teachers to

work in the united states has contributed to a shortage of

approximately 16,000 teachers in the Philippines, and the

teacher-pupil ratio has become the worst in asia, 1 to 59. in

addition, those teachers who do work abroad tend to have

better credentials, and finding replacements for them is not

easy, meaning that quality of instruction, particularly in sci-

ence, math and special education, is suffering.

in 2006, double sessions were introduced in order to ac-

commodate increasing student populations, but conditions

are still dire. congressman antonio tinio of the alliance of

concerned teachers says that some schools offer as many

as four sessions per day, beginning as early as 6 a.m., but

classrooms are still packed with 70 to 80 students, even in

the capital city of manila. in order for the double-session sys-

tem to work, tinio said, a new set of teachers would have to

relieve the first-session set, to improve efficiency and reduce

overworking. But teacher shortages in the tens of thousands

make that unlikely. according to the education Department

in the Philippines, 8,000 additional classrooms need to be

built.

recent standardized-test results reflect poor student per-

formance: the average national achievement test percent-

age score for high school students in 2009-2010 was

46.30, reflecting a decline for the third year in a row.

For elementary school students, the average was

69.21 percent, up from 66.33 percent in 2008-2009. overall,

both scores are down from 2005.

tinio has argued that the only solution is for the government

of the Philippines to spend more on education. according to

recent statistics, the government spends 2.5 percent of its

budget on education, far less than the 6 percent recom-

mended by unesco. in comparison, Japan spends 3.5 per-

cent of its gross domestic product, while thailand spends 4

percent and the united states 5.7 percent.

sources:

al Jazeera. “students brave obstacles in the Philippines.” June 17, 2011.

http://english.aljazeera.net/video/asia-

pacific/2011/06/2011617102512946720.html

Federis, trina. “Picturing the state of education.” Bulatlat, June 4,

2006.

http://www.bulatlat.com/news/6-17/6-17-picturing.htm

Federis, trina. “two-shift classroom scheme Does not solve education

crisis,” Bulatlat, June 4, 2006.

http://www.bulatlat.com/news/6-17/6-17-scheme.htm

mydans, seth. “the Philippines Face classroom shortage.” The New

York Times, august 24, 2009.

http://www.nytimes.com/2009/08/25/world/asia/25iht-phils.html

new america Foundation. “Federal education Budget Project.”

http://febp.newamerica.net/background-analysis/school-finance

ronda, rainier allan. “Deped: achievement rates of students

Declining.” The Philippine Star, may 26, 2011.

http://www.philstar.com/article.aspx?articleid=689846&publicationsub

categoryid=63




|10DISCUSSION GUIDe

The Learning

angel alim-fores is a 25-year-old seventh grade math teacher who has been teaching since she was 21.

she is the breadwinner for her family. Having accepted responsibility for supporting five of her seven siblings,

angel fulfills her obligations by going to the united states.

Grace amper is a 32-year-old ninth grade math teacher with 10 years’ teaching experience. she leaves her

infant son in order to secure a brighter future for him.

dorotea Godinez is a 43-year-old high school science teacher with 22 years of teaching experience. When

asked why she wants to teach in Baltimore, she responds candidly, “For greener pastures. the Philippines is

financially ill, and employees are receiving salaries below the poverty line.” in the united states, Godinez

earns 25 times as much as she would in the Philippines, enough to support her husband and four sons

adequately.

rhea espedido is a 35-year-old special education elementary teacher who has been an educator for 13

years. When she moves to the united states, she is separated from her husband for the first time in 19 years.

she also leaves her two children behind.

Selected People Featured in The Learning

GeneraL discussion QuesTions

Immediately after the film, you may want to give people a few quiet moments to reflect on what they

have seen. If the mood seems tense, you can pose a general question and give people some time to

themselves to jot down or think about their answers before opening the discussion.

Please encourage people to stay in the room between the film and the discussion. If you save your break

for an appropriate moment during the discussion, you won’t lose the feeling of the film as you begin

your dialogue.

One way to get a discussion going is to pose a general question such as:

• if you could ask anyone in the film a single question, who would you ask and what would you ask

him or her?

• What did you learn from this film? What insights did it provide?

• if a friend asked you what this film was about, what would you tell him or her?

• describe a moment or scene in the film that you found particularly disturbing or moving. What

was it about that scene that was especially compelling for you?

PoVdiscussion PromPTs

|11DISCUSSION GUIDe

The Learning

immigration issues

Economic Issues

• Which factors explain why, according to Dorotea

Godinez, teachers in the Philippines earn a salary that is

“below the poverty line,” while the same teachers working in

the united states can make nearly 25 times more? What

policies, choices or institutions do you think perpetuate that

disparity?

• Given that in the near term the Philippines cannot offer

salaries that compete with the salaries available to teachers

in the united states, does the united states have a respon-

sibility to ensure that its school districts don’t rob poorer na-

tions of all of their best teachers?

• Based on the high social cost of migration, does the

government of the Philippines have a responsibility to keep

its citizens in the country?

• angel alim-Fores uses Disney World and mickey mouse

to explain to her students and family the importance of pur-

suing dreams and that being in the united states is a dream

fulfilled for her. What represents the united states to you?

What do you think represents the american dream?

• according to the film, an estimated 10 million Filipinos

work overseas. in 2010, these workers sent close to 20 billion

dollars to support their extended families in the Philippines.

these remittances encouraged economic growth in the

Philippines. What is the likely economic impact on the united

states? is this a viable long-term economic development

strategy for developing nations such as the Philippines, or

will the global flow of capital simply sustain existing hierar-

chies? Why or why not?

Family Issues

• compare and contrast family members’ reactions to

the absence of their wife, mother, daughter or sister. Which

of the teachers do you think will end up with the healthiest

relationship with her children? spouse? Parents? siblings?

Why?

• How does absence change each woman’s role as a par-

ent? in what ways does age influence how the children han-

dle their mothers’ absences? What strategies do the mothers

use to keep ties strong? What, if anything, do you imagine

might have been different if the teachers were men? How

are the situations you see like or unlike that of another fam-

ily you know whose children live apart from a parent?

•alim-Fores’ father says that his daughter has “taken

over my responsibilities as a father.” How does the fact that

these women are the primary breadwinners influence the dy-

namics of their families, especially with regard to decision

making?

• an interviewer asks Godinez, “so, it would be worth it

to you to leave the country where you’ve lived your whole

life, your family, your friends, your support groups, every-

thing that you know in your whole life and move to a differ-

ent country? You’re ready to do that?” What circumstances

would make you “ready to do that”?

• How does each woman define success for her family?

For herself? Where does each find the most success and

what things present the greatest obstacles to success? How

do the women’s ideas compare to their respective families’

definitions of success? How do the women’s visions of suc-

cess compare with your own?

• in what ways is the choice to teach in the united states

freeing and in what ways is it a burden for each woman?

What role do family expectations play? (alim-Fores’ father

says, “she will bring us out of poverty. all my dreams will be

fulfilled through her,” and Grace amper’s family plans to use

her salary to build a house.) What role do the women’s own

expectations play? (at 35, rhea espedido says, “You know,

after 18 years [of being married], here i am again with my

own self. i can do, you know, everything i want.”)

• When amper returns home, her infant son refuses to

engage with her. she says, “i know in the long run he’ll be in

a better position. i really have to suffer the consequences of

what i did and what i’m doing.” in your view, at what point

does the personal cost of a sacrifice outweigh the potential

benefit? What factors force families like amper’s into diffi-

cult “choices” (i.e., you can earn a living, but you have to

leave your baby, or you can stay with your child and live in

poverty)? in your opinion, are such choices an inevitable

part of life or are there things that communities, govern-

ments, civic or religious organizations or employers could

do or have done to minimize the need to make such

choices?

• in the face of her family’s very materialistic demands,

alim-Fores says that she will pay for her siblings’ education

but adds, “We have to help each other out. so we can really

go from rags to riches. But i can’t be the only one to work for

all of you. We all have to work to go from rags to riches, not

just me. Because i cannot do it alone. Honestly, i cannot. We

have to help each other.” What might you have said or done

in alim-Fores’ position? What types of things do your fam-

PoVdiscussion PromPTs

|12DISCUSSION GUIDe

The Learning

ily members do to “help each other out”?

• What happens to a community when most of the

women leave? How does that impact a community that is

mostly run by women?

Impressions of the United States

• anticipating her trip, alim-Fores says, “i really picture

out america as one of the beautiful places in the world. and

even when i’m a kid, i really dream of going there.” contrast

this idealized image of the united states with what the

teachers find when they actually arrive in Baltimore. What

meets their expectations and what surprises them?

• Godinez says, “i only see america in television movies,

in pictures of books or in magazines. i haven’t had a picture

of what america really looks like.” Do you think that Dorotea

has good reason to doubt the accuracy of media portrayals

of life in the united states? What images are typically in-

cluded in such portrayals and what is left out? What media

impressions have you seen of the Philippines? How credible

were those sources? Did the film confirm or contradict any

of your impressions?

• What do you think the teachers learn about the united

states that they didn’t know before their year in Baltimore?

• Do you think teachers from an impoverished country

such as the Philippines share common experiences with

inner city students in the united states? if so, what might

some of those experiences be?

Education Issues

• Why do you think there is a shortage of math, science

and special education teachers in school districts like the city

of Baltimore? in your view, what are the best strategies to

meet that need?

• What are the advantages to the district of hiring teach-

ers from the Philippines? to the students? to the commu-

nity? What are the downsides?

• Godinez readily acknowledges that she doesn’t always

understand the language or behavior of her students, even

saying to one student, “You’re so weird.” Do you think

Godinez’s gaps in understanding the culture(s) of her pre-

dominantly black urban students differ from those that

might be experienced by a white teacher who grew up in

a rural or suburban area? in your view, on a scale of

one to 10, how important is it for teachers to un-

derstand the culture(s) of their students? What does a

teacher gain by understanding students’ cultures?

• What is your reaction to the greetings the Filipina

teachers offer their students on the first day of class?

• none of the Filipina teachers in the film speak perfect

english. Do you find that problematic? What might students

gain by having teachers for whom english is a second lan-

guage? What might they lose?

• if you were asked to brief the Filipina teachers on the

meaning of the slang used by their students, what phrases

would you include?

• Dorotea says, “i think how they understand respect is...

maybe different. in Philippine culture respect is... if you re-

spect your teacher you don’t talk back. But according to the

students, it is not disrespect. ‘We are just expressing our

point of view.’” it is clear that sometimes her students are

deliberately disrespectful and other times behavior that the

students think is normal is interpreted by Godinez as disre-

spectful. How do you show respect? What signals do you

look for from others? What happens when there is no shared

understanding of what respectful behavior looks like?

• one of Godinez’s students asks if she is coming back

next year and if she likes the Philippines better than Balti-

more. Why might a student want to know this? Why does

the student doubt that her teacher will return? What is the

subtext of this conversation?

• at one point, Godinez has to cover for an absent

teacher, and her class size increases to 40. From what you

see in the film, why might class size matter?

• if you were a parent of any of the students in the film,

would you be satisfied with his or her teacher? Why or why

not? if you were speaking with each of the teachers at a par-

ent-teacher conference, what would you say to her? What

would you want them to know about what your child needs?

• Despite what we see of Godinez’s class, her overall per-

formance is rated as “satisfactory.” What rating would you

give and what would be the basis for your rating? How

would you rate the other teachers?

• When Godinez returns to her former school in the

Philippines, she is greeted like a rock star. How do you ac-

count for the difference between how students in the Philip-

pines view her and how students in Baltimore view her?

PoVTakinG acTion

|13DISCUSSION GUIDe

The Learning

• Find out what your school district’s policy is regarding the hiring of foreign

nationals. Work with school officials as needed to ensure that all teachers, including

migrant teachers, are treated fairly and equitably.

• Help develop cultural competency programs to familiarize teachers from other

countries with the culture and customs of your community and/or to familiarize students

with the cultures and customs of their teachers.

• create or support public recognition for all of the excellent teachers in your

community (not a zero-sum competition for a single “best” teacher). consider what else

your community could do to create a climate that values teachers and teaching.

• convene a study circle or a public forum to examine why there are teacher

shortages in certain subject areas and/or why certain schools have a difficult time

recruiting and retaining teachers — especially teachers certified in math, science and

special education. Plan steps to address the issues raised by your research or event.

• study the impact of current immigration policies on migrant teachers and their

families, in particular obstacles they may face in their pursuit of permanent residency in

the united states, possibly causing them to join the ranks of the undocumented. share

your findings through forums such as the White House roundtables on immigration

reform. http://www.whitehouse.gov/issues/immigration/roundtables

additional media literacy questions are available at:

www.pbs.org/pov/educators/media-literacy.php

FILM-RELATED WEB SITES

Original Online Content on

POV Interactive (www.pbs.org/pov)

the website for The Learning

www.pbs.org/pov/learning

will include additional video, including scenes that were

cut from the final version of the film, an interactive map

showing areas of the united states with large numbers of

Filipino immigrants, fun facts about how far a dollar goes

in the Philippines and the united states, and updates on

the teachers’ lives since filming ended.

AL JAzEERA.

“STuDEnTS BRAVE OBSTACLES In PhILIPPInES”

http://english.aljazeera.net/video/asia-pacific/2011/06/2011617102512946720.html

this special report details what many Filipino children go

through to receive education in overcrowded schools that

lack basic facilities.

AMERICAn FEDERATIOn OF TEAChERS. “IMPORTIng

EDuCATORS: CAuSES AnD COnSEquEnCES OF

InTERnATIOnAL TEAChER RECRuITMEnT”

www.aft.org/pdfs/international/importingeducators0609.pdf

this teacher’s union report includes a case study of Balti-

more. also of interest is the union’s position on dealing with

hard-to-staff schools:

http://aft.org/issues/teaching/hardtostaff/index.cfm

ASSOCIATIOn OF FILIPInO TEAChERS OF AMERICA

www.aftateachersonline.com/default.html

the website for this support group describes a project de-

signed to help teachers from the Philippines who are teach-

ing in the united states aid their peers teaching back in the

Philippines.

BALTIMORE CITY PuBLIC SChOOLS

http://www.baltimorecityschools.org

the website of the Baltimore public school system provides

general information about policies, schools, teacher evalua-

tion and student performance in the area.

PoVresources

|14DISCUSSION GUIDe

The Learning

What’s Your POV? Share your thoughts about The Learning

by posting a comment on the POV Blog

www.pbs.org/pov/blog or send an email to [email protected].

KATARungAn: CEnTER FOR PEACE, JuSTICE

AnD huMAn RIghTS In ThE PhILIPPInES

http://www.katarungan-dc.org/

Washington, D.c.-based Katarungan was formed in 2006 in

response to an international campaign to stop extrajudicial

killings and other human rights violations in the Philippines.

it strives to promote peace, justice and human rights in the

Philippines through research, education and grassroots ad-

vocacy.

LIBRARY OF COngRESS. “PhILIPPInES: EDuCATIOn”

http://countrystudies.us/philippines/53.htm

this study summarizes education in the Philippines from a

u.s. perspective.

LOuISIAnA FEDERATIOn OF TEAChERS.

http://la.aft.org/index.cfm?action=article&articleid=10eb3402-7a5e-4b02-8102-a9ec058333a0

like Baltimore, louisiana has recruited a significant number

of Filipino teachers. this report examines legal controversies

surrounding the hiring process.

nATIOnAL EDuCATIOn ASSOCIATIOn

http://www.nea.org

the tools and ideas section of the website of the largest

teacher’s union in the united states suggests methods for

teachers to handle things such as classroom management

and discipline.

REPuBLIC OF ThE PhILIPPInES.

DEPARTMEnT OF EDuCATIOn

http://www.deped.gov.ph/

the official website of this department provides statistics

and a sense of major educational issues in the Philippines

from the government’s perspective.

The New York Times.

“TOILIng FAR FROM hOME FOR PhILIPPInE DREAMS”

this is a sobering and informative article on communities in

the Philippines built by remittances.

WIKIPEDIA. “EDuCATIOn In ThE PhILIPPInES”

http://en.wikipedia.org/wiki/Education_in_the_Philippines

though Wikipedia should never be trusted as a sole source,

this entry provides a good starting point for looking at the

historical development of education traditions in the Philip-

pines.

PoVresources

|15DISCUSSION GUIDe

The Learning

PoVHow To Buy THe FiLm

To order The Learning for educational use,

please visit Women Make Movies, http://bit.ly/womenmakemovies

Produced by American Documentary, Inc.

and beginning its 24th season on PBS in 2011,

the award-winning POV series is the longest-

running showcase on American television to feature the work of

today’s best independent documentary filmmakers. Airing June

through September with primetime specials during the year,

POV has brought more than 300 acclaimed documentaries to

millions nationwide and has a Webby Award-winning online se-

ries, POV's Borders. Since 1988, POV has pioneered the art of

presentation and outreach using independent nonfiction media

to build new communities in conversation about today’s most

pressing social issues. Visit www.pbs.org/pov.

POV Digital www.pbs.org/pov

POV's award-winning website extends the life of our films online

with interactive features, interviews, updates, video and educa-

tional content, as well as listings for television broadcasts, com-

munity screenings and films available online. The POV Blog is a

gathering place for documentary fans and filmmakers to discuss

their favorite films and get the latest news.

POV Community Engagement and Education

www.pbs.org/pov/outreach

POV films can be seen at more than 450 events across the coun-

try every year. Together with schools, organizations and local

PBS stations, POV facilitates free community screenings and

produces free resources to accompany our films, including dis-

cussion guides and curriculum-based lesson plans. With our

community partners, we inspire dialogue around the most im-

portant social issues of our time.

Major funding for POV is provided by PBS, The John D. and

Catherine T. MacArthur Foundation, National Endowment for

the Arts, The Educational Foundation of America, New York

State Council on the Arts, New York City Department of Cultural

Affairs, FACT and public television viewers. Special support pro-

vided by the Academy of Motion Picture Arts and Sciences.

Funding for POV’s Diverse Voices Project is provided by the

Corporation for Public Broadcasting. Project VoiceScape is a

partnership of Adobe Youth Voices, PBS and POV. POV is pre-

sented by a consortium of public television stations, including

WGBH Boston and THIRTEEN in association with WNET.ORG.

American Documentary, Inc. www.amdoc.org

American Documentary, Inc. (AmDoc) is a multimedia company

dedicated to creating, identifying and presenting contemporary

stories that express opinions and perspectives rarely featured in

mainstream media outlets. AmDoc develops collaborative

strategic-engagement activities around socially relevant content

on television, online and in community settings. These activities

are designed to trigger action, from dialogue and feedback to

educational opportunities and community participation.

Join our Community Network!

www.amdoc.org/outreach/events

Learn about new lesson plans, facilitation guides and our other

free educational resources and find out about screenings near

you. Joining our network is also the first step towards hosting

your own POV screening.

You can also follow us on Twitter @POVengage for the latest

news from POV Community Engagement & Education.

Front cover: rotea Godinez and her youngest son,

John Herbert. Bogo, Philippines.

Photo courtesy of Miguel V. Fabie III (1968-2010)

The See it On PBS logo is a trademark of the Public Broadcasting Service and is used with permission. All rights reserved.

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