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 individu-
als in the name of the people, and then reclaimed by the people when, col-
lectively, 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 insecurities to coax power from them during the in-
terminable 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 Pres-
ident 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 mar-
cos 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 fu-
ture 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 Philippines, 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
Filmmaker Ramona Diaz
Photo courtesy of “The Learning”
PoV
|3DISCUSSION GUIDe
The Learning
PoV
4 Introduction
5 Potential Partners
5 Key Issues
5 Using This Guide
6 Background Information
6 Overseas Filipino Workers (OFWs)
9 From Manila to Maryland:
A Teacher Migration
11 Outsourcing Education
in the United States
12 Baltimore City Statistics
13 Impact on Education in the Philippines
14 Selected People Featured
in The Learning
15 General Discussion Questions
16 Discussion Prompts
21 Taking Action
22 Resources
24 How to Buy the Film
Writer
Faith Rogow, PhD
Insighters Educational Consulting
background Writer and editor
Kristine Wilton
Guide Producers, PoV
eliza Licht
Vice President,
Community Engagement & Education, POV
Jamie Dobie
Coordinator,
Community Engagement & Education, POV
Aubrey Gallegos
Intern,
Community Engagement & Education, POV
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
TabLe 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.
PoVinTroduCTion
|4DISCUSSION GUIDe
The Learning
A scene from the film
Photo courtesy of “The Learning”
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
|5DISCUSSION 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
|6DISCUSSION 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 in-
creased 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-
Dorotea with her husband, Herbert, and two of their sons, Paul Herbert and
Herbert Jr. (Bitit) at their front porch. Cebu, Philippines
Photo courtesy of Miguel V. Fabie III (1968-2010)
PoVbaCkGround informaTion
|7DISCUSSION GUIDe
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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 argues that the government needs to focus on im-
plementing 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 migration, including the breakup of families out of
economic necessity, and government neglect and insensi-
tivity.
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.”
Angel Alim in front of her family’s eatery. Antipolo, Philippines
Photo courtesy of Miguel V. Fabie III (1968-2010)
PoVbaCkGround informaTion
|8DISCUSSION GUIDe
The Learning
sources:
american Federation of teachers. “importing educators:
causes and consequences of international teacher
recruitment.”
http://www.aft.org/pdfs/international/importingedu-
cators0609.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
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
Diaz and Rhea Espedido in front of her home. Sorsogon, Philippines
Photo courtesy of Miguel V. Fabie III (1968-2010)
PoVbaCkGround informaTion
|9DISCUSSION GUIDe
The Learning
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 con-
ducted by the center 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 teachers. according to a maryland
teacher staffing report, 60 percent 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.
Dorotea Godinez underneath a welcome back banner at her former school.
Bogo, Philippines
Photo courtesy of Miguel V. Fabie III (1968-2010)
PoVbaCkGround informaTion
|10DISCUSSION GUIDe
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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
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 petition 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:
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
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.”
PoVbaCkGround informaTion
|11DISCUSSION GUIDe
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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
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:
american Federation of teachers. “importing educators: causes and
consequences of international teacher recruitment.”
http://www.aft.org/pdfs/international/importingeducators0609.pdf
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
Rhea Espedido visit her husband, Eman, in jail. Sorsogon, Philippines
Photo courtesy of Miguel V. Fabie III (1968-2010)
PoVbaCkGround informaTion
|12DISCUSSION GUIDe
The Learning
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.
Rhea Espedido embraces her son Carlo, wearing a Baltimore t-shirt,
after she returns to the Philippines for the school break
Photo courtesy of Miguel V. Fabie III (1968-2010)
PoVbaCkGround informaTion
|13DISCUSSION GUIDe
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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|05000
us24510&_street=&_county=baltimore&_citytown=baltimore&_state=0
4000us24&_zip=&_lang=en&_sse=on&activeGeoDiv=&_useeV=&pctxt
=fph&pgsl=050&_submenuid=population_0&ds_name=Dec_2000_sa
FF&_ci_nbr=null&qr_name=null®=null%3anull&_keyword=&_industr
y
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
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
accommodate 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-ses-
sion system 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 elemen-
tary 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
u.s. Department of state. “Background note: Philippines.”
http://www.state.gov/r/pa/ei/bgn/2794.htm
PoVBackGrounD informaTion
|14DISCUSSION 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
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 ap-
propriate 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?
PoVGeneraL disCussion QuesTions
|15DISCUSSION GUIDe
The Learning
DP Gabriel Goodenough filming Dorotea Godinez
and her family at the beach. Cebu, Philippines
Photo courtesy of Miguel V. Fabie III (1968-2010)
PoVdisCussion PromPTs
|16DISCUSSION 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?
Rhea Espedido and her son, Carlo, at the foot of Mayon Volcano.
Legaspi, Philippines
Photo courtesy of Miguel V. Fabie III (1968-2010)
PoVdisCussion PromPTs
|17DISCUSSION GUIDe
The Learning
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, everything that you know in your whole life and
move to a different 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.”)
Angel Alim and her sister, Me-an, in a jeepney. Manila, Philippines
Photo courtesy of Paul Flinton
PoVdisCussion PromPTs
|18DISCUSSION GUIDe
The Learning
• 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-
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 Balti-
more?
• 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?
Angel Alim in her house. Antipolo, Philippines
Photo courtesy of Miguel V. Fabie III (1968-2010)
PoVdisCussion PromPTs
|19DISCUSSION GUIDe
The Learning
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 understand the cul-
ture(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
DP Gabriel Goodenough and Sound Recordist Paul Flinton filming
Dorotea Godinez’s return to her former school in the
Philippines. Bogo, Philippines
Photo courtesy of Miguel V. Fabie III (1968-2010)
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 parent-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?
PoVdisCussion PromPTs
|20DISCUSSION GUIDe
The Learning
Church tower at Mayon Volcano. Legaspi, Philippines
Photo courtesy of Miguel V. Fabie III (1968-2010)
PoVTakinG aCTion
|21DISCUSSION 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 teach-
ers, are treated fairly and equitably.
• Help develop cultural competency programs to famil-
iarize 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 ex-
cellent teachers in your community (not a zero-sum com-
petition for a single “best” teacher). consider what else your
community could do to create a climate that values teach-
ers 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 mi-
grant 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/roundta-
bles
Diaz, DP Gabriel Goodenough, Sound Recordist Paul Flinton interviewing
Dorotea Godinez’s son, John Henley, at edge of cliff. Cebu, Philippines
Photo courtesy of Miguel V. Fabie III (1968-2010)
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 PoV The Learning website
www.pbs.org/pov/learning
will include additional video, an interactive map showing
areas of the united states with large numbers of Filipino
immigrants, traditional Filipino songs and information on
the impact of remittances on the Philippines, in terms of
social and cultural cost, as well as the country’s economy.
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
|22DISCUSSION 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
|23DISCUSSION 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
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tional content, as well as listings for television broadcasts, com-
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gathering place for documentary fans and filmmakers to discuss
their favorite films and get the latest news.
POV Community Engagement and Education
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PoV films can be seen at more than 450 events across the coun-
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PBs stations, PoV facilitates free community screenings and
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major funding for PoV is provided by PBs, the John D. and
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Funding for PoV’s Diverse Voices Project is provided by the
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american Documentary, inc. (amDoc) is a multimedia company
dedicated to creating, identifying and presenting contemporary
stories that express opinions and perspectives rarely featured in
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strategic-engagement activities around socially relevant content
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Join our Community network!
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You can also follow us on twitter @PoVengage for the latest
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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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