Globus Journal of Progressive Education

A Refereed Research Journal

Vol 10 / No 1 / Jan-Jun 2020 ISSN: 2231-1335

IM DEVELOPMENT FOR LITERARY CRITICISM AND TEACHING OF

LITERATURE: CLASSROOM EXPERIENCE
*Aragon, Douglas Angel II A.
Abstract instructional material. At the end of this attempt, this paper
hoped that it may open up a series of literary studies to
With the advancement of technology and series of other perspectives and multidisciplinary approaches and
curriculum reform, teachers are challenged to recalibrate develop instructional materials generated from the
their teaching methodology and delivery of instruction. exercises made by the students to serve as additional
Teachers may adopt ways to improve the quality of reference in appreciating literature and criticism
instruction everyday. In order to achieve this goal, teachers particularly for a student-directed group environment.
may opt to use variety of instructional methods and
techniques such as developing research-based instructional Keywords: Instructional Material, Material Development,
materials that will aid the current teaching-instruction Postcolonialism.
modality. In this context, this paper aimed to develop an
instructional material in Literary Criticism and Teaching of
Literature to enhance instruction in these fields. The Introduction
content of the proposed IM was based from CMO 30 s.
2004 to align with the expected competency based The Fourth Industrial Revolution continuously
standards for education students specializing English and transforms the educational landscape. Educators are
Literature. There were 100 English majors used as challenged by the demanding task of educating the
respondents for the need assessment, grouped as follows:
millennial to keep them abreast with the digital
57 freshmen, 33 sophomore and 10 juniors. These
respondents noted that “learning is best achieved in the world. EDCOM Report of 1991 reported that
presence of sample output exercises reflected in the Philippine Education lags behind in producing
handouts (WM 1.29)” and “handouts promote the habit of graduates demonstrating expected competencies
self-individualized learning (WM 1.38)”, lastly, “teaching mandated by the course. The status of education
the theories requires textbooks and references (WM 1.49)”. today is influenced by several problems specifically
All the responses fall in the interpretation of strongly agree. the issue of inadequate instructional materials and
Three experts in the field evaluated the content validity of teaching tools aligned to the learning outcomes
the two instructional materials: The Lectures on Discourse prescribed by the Commission. Teachers find it
and Teaching of Literature. The instructional materials
difficult to teach some major subjects in English due
were evaluated on the following criteria: content,
organization, effectivity and preference. The Lectures on to scarcity of relevant and research based learning
Discourse was rated 4.30 while the Teaching of Literature materials. The learning process requires
was rated 4.28 both with an interpretation of very combination of lecture method and self-directed
satisfactory, recommended for utilization if corrections are instruction in order to hone the holistic
typographical in nature; then editors can correct them and capability of the learners. Students are held
return it to the writer then re-submit again the IM for
further evaluation. Meanwhile, there were four selected accountable in coping with these expectations as
stories used as specimen-texts for this study. The first layer part of training for lifelong learning. With these
of criticism used content thematic approach to identify the expectations, teachers may utilize number of
content, which discussed the cultural issues of the texts and instructional methods such as instructional
the second layer used symptomatic reading to examine the
deeper meaning. The actual experience of the respondents
module, lecture notes and the like. The modular
in doing the literary analysis provided the insight in instruction incorporates individualized
establishing the chronology and suggested content of the instruction allowing students to attain needed
lecture notes. The actual output from the literary analysis competencies by proceeding at a pace consistent
served as sample models in the exercises part. Homi with the student’s interest and abilities.
Bhabha’s (1994) postcolonial framework established the
concept of postcolonial symptoms while Francis Johnson’s
(1975) framework established the framing of the

*College of Education, Central Bicol State University of Agriculture-Sipocot Campus, Sipocot, Camarines Sur 4408

40
Meanwhile, in the context of developing the content Materials and Method
of the instructional materials, the analysis of the
respondents serve as models or pattern by the In examining the postcoloniality of the selected texts,
students on how the texts are analyzed through this study uses the postcolonial framework advanced
postcolonial framework. The selected texts revolve by Homi Bhabha, a theory that appropriates Michel
on identifying the Filipino identity and his hybridized Foucault’s notion of discourse as power, Jacques
existence because of the imperial influence on Lacan’s subjectivity and Jacques Derrida’s difference
culture, practice, and mentality through colonization. and supplementarity.
Colonization has served as the great force in Homi K. Bhabha explained the dialectical
“othering” the indigenous practices and values of the relationship between the grafted European cultural
colonized subject. The belief of the West in their systems and an indigenous culture in his concept of
superiority has led to the propagation of stereotypes ambivalence and hybridity where he made it clear
that portray the colonized as inferior and strange. As that cultures must be understood as complex
a result, the colonized consciousness is silenced and intersections of multiple places, historical
challenged by these subjectification. These cultural temporalities, and subject positions. Bhabha
issues will be examined from the selected texts identified the ethnocentric blind spots and voluntarist
generating the reflection of life put into act of rhetoric in what was regarded as the most radical
mimicry by the fictional characters then mirrored by critiques of liberal models of cultures, the possibility
humans in real life situations. Finally, literary of “translation” and new way of thinking the dialectic
analysis is challenging particularly when the task is between the general and the particular”. In the
done alone. The necessity for providing means to process of translation, a generalized social situation
appreciate literature in practical way, teachers in of conflict is held together or motivated by distinctive
language and literature recognize that English majors rules like the use of the language. And this language
need scaffold in doing literary analysis for them to could be a site of struggle or resistance as it shows
appreciate literature at the end. discourse of truth. Following Foucault’s notion that
discourse creates power, which enables resistance, it
follows then that the discourse of any text, like the
Research Problem selected texts, becomes the site of struggle.
Grounded from the selected short stories, these Bhabha also argued that cultural hybridity and
stories described the experience of colonization and multiplicity is a product of an ambivalent
its impact to the sensibility of the colonized subject signification. The colonial signifier - neither one nor
thereby illustrating how the selected stories establish other - is an act of ambivalent signification, which
the colonized sensibility and how this sensibilities Bhabha calls “splitting”. This notion of ambivalence
share implications in a real life situation. Moreover, or splitting is what Jacques Lacan identified as
the actual experience of the respondents in evaluating subjectivity. Lacan’s fundamental contention in his
the merit of literature serves as guide in developing a theory of subjectivity is that the human subject is
contextualized instructional material in Literary split into the conscious and unconscious part and that
Criticism and Teaching of Literature. Specifically, it the subjectivity of the analyst and the analysand work
sought to answer the following objectives: on each other in the same way that the subjectivity of
the colonizer and the colonized conquers each other.
Since each person possesses his/her own subjectivity,
1. Determine the cultural issues emerged from the psychoanalytic encounter between the analyst and
the selected texts particularly the symptoms the analysand becomes the dialectical playing out of
of colonized (Bikolano) sensibility; their subjectivities: the analyst works on the
2. Determine the educational implication of the analysand and/or vice-versa. Bhabha calls this
cultural issues and sensibilities generated dialectical playing of subjectivities the transference
from the texts and its significance to the real between the colonizer and the colonized. The word
life situation of the colonized subject; “I” therefore reflects a part of both the colonizer or
3. Develop lecture note in Literary Criticism the colonized, since there is no pure culture, as a
and Teaching of Literature from the result of transference of culture through colonization.
experience and challenges encountered by Thus no one can say that s/he has a pure culture, the
the respondents in the process of evaluating colonizer cannot anymore speak of himself/herself
the merit of literature; and without the colonized and vice versa.
4. Determine the content validity of the lecture
Lacanian psychoanalysis is applied in this study the
notes.
way Bhabha used it to read postcolonial texts, by

41
analyzing the subjectivities revealed in the texts posits that the production of meaning requires that
through its content and form - metaphoric and these two places be mobilized in the passage through
metonymic images with which the colonized a Third Space which represents both the general
character identifies and summons the absent conditions of language and the specific implication of
colonizer. This element of hybridity is prevalent in the utterance in a performative and institutional
postcolonial and third world societies, like the strategy of which it cannot ‘in itself’ be conscious
Philippines where hybrid culture threads on the and which this unconscious relation introduces an
boundary between opposing cultures. This hybridity ambivalence in the act of interpretation.
of emergent culture, however, is problematic. An
In developing the content for the proposed lecture
emergent culture is always in motion opposing a
note, this study is also guided by Ausubel’s
dominant culture. In the process of opposition, the
Subsumption Theory, Vygotsky’s Scaffold Learning
emergent culture remains, although in a concealed
Theory and Dewey’s Constructivist Approach.
way entangled in a dominant. The continual motion
means that there is always a constant change; there is David Paul Ausubel (1978) argued that learning of
always a direction. The entanglement with the new knowledge relies on what is already known, and
dominant may weaken and the emergent may become the learners learn by constructing a network of
the new dominant culture. Hence, while there is an concepts and adding to them. Given this assumption,
element of hybridity in the nature of emergent Ausubel proposed the use advance organizer in order
culture, this hybridity is also in motion like in an to help the learners to link new learning material with
open ended construct that the signifier may move to existing related ideas. He also argued that activities
either end and it keeps on changing that it is difficult incorporated in the work-text are in the form of
to catch it or paint a picture of it. But an object in graphic organizers at every end of each lesson to
motion always passes through particular points while develop the higher order thinking skills of the
it moves towards a certain direction. Bhabha further students.

Postcolonial Framework in
Determining Postcolonial
Symptoms:
Hybridity of Emergent Culture
(Bhabha,1994)
Discourse as Power
Postcolonial
(Foucault, 1972)
Symptoms:
Subjectivity (Lacan, 1983)
Cultural Issues
Difference & Supplementarity
Bikolano Sensibility
(Derrida, 1970)
Codification:
Category
Construction Hybridity and
Constructivist Approach in
Sorting Categories & Bikolano Sensibility Ambivalence of
Developing Content:
Data Bikolano
Subsumption Theory
Naming Categories Educational
(Ausubel, 1978)
Determining Number Implication Lecture Note in
Scaffold Learning Theory
of categories Literary Criticism
(Vygotsky, 1978)
Constructivist Learning Lecture Note Content and Teaching of
Design and Literature
Theory (Dewey, 1933)
Development of
Lecture Note
Qualitative Data Narrative Structure:
Analysis for FGD: Performance
Literary Models (Merriam, Objectives
2009) Syllabus
Exercise Output
Need Assessment Survey Evaluation

Figure 1: Illustrates the framework encompassing the identification of postcolonial symptoms and
development of content for the two sets of lecture notes

42
Lev Vygotsky (1978) in his Scaffold Learning experience is one. The Bikol characters’
Theory argues that one’s acquiring of knowledge displacement by geographic separation, culture or
may be more successful when a scaffold assists the identity speaks nourishment of their hybridity in a
learning process. Vygotsky posits that once a student foreign land or man’s dominated culture as a totally
masters a given task with the help of scaffolding, the fragmented Self, no longer pure but already an
learner will then be able to complete the task again enriched hybrid.
once the scaffolding has been removed. Based on this
Considering Bhabha’s notion on ambivalence,
theory, it is believed that the instructional material
hybridity and displacement, the characters establish
will provide as scaffold to support for the teaching
the Bikolano sensibility in the colonized context on
and learning process. On the other hand, the
how to get along with the Westerns and adapt to the
Constructivist Approach by John Dewey (1933)
new environment or culture and yet retain their local
encompasses the two theories mentioned as a guide
culture. Each time this encounter between Self and
in this study because according Chopra and Gupta
Other occurs at the point at which something exceeds
(2011), this approach implies direct experience with
the frame of the image (as in the case of the stories
system as a process of acquiring knowledge in which
analyzed in this selected texts), it evacuates the Self
prior concepts are explained and changed on the basis
as the site of identity and autonomy and leaves a
of fresh meaning from peers and teachers. Hence,
mark of the subject, a sign of cultural identity, the
constructivist approach is based on the idea that the
Bikolano sensibility. This becomes the moment in
learner forms his/her own knowledge through
which the demand for identification takes the form of
experiences. Basically, for learning to become
a response to other questions of signification and
effective, appropriate learning activities through
desire, culture, and politics. The author’s use of Bikol
direct instruction or student-directed environment
or Filipino language in her texts asserts this question
should be carried out. These activities are based on
of signification, which speaks against the superiority
the learner’s engagements as proposed by
of the Westerns (colonizers) over the Third World
constructivism. Hence, designing learning activities
countries (colonized).
both for the two learner-environments require
considerations of learning goals, materials and The four selected short stories namely: White Turtle,
assessment practices. This study aims at analyzing Fish Hair Woman, Fruit Stall and Border Lover)
literary texts in which the output of the respondents appropriated language to “bear the burden” of the
and the challenges they have encountered in the colonial experience showing that the colonized
process of analysis shall be included as part of the subject has altered the prevailing paradigmatic norms
proposed lecture note. The illustration below of standard English and has proven what Bhabha
illustrates the arrangement and succession of calls the “supplementarity and hybridity of cultural
activities of the study. translation and linguistic filiation.” The author has
also summoned the absent colonizer in the presence
of the colonized Bikol characters through metaphoric
Result and Discussion and metonymic images such as “white turtle”, to
signify the dreams of the dead children and an
1. Cultural Issues and Symptoms of Bikolano alternative way of retelling stories, “fish-hair
Sensibility: Hybridity, Ambivalence & woman”, for an icon of salvation and courage,
Displacement “border lover”, for the Bikol character who has
The themes in the selected texts are so closely learned Western education and culture and yet retains
interwoven because each text posits parallel her native identity, and the “fruit seller”, for the Bikol
postcolonial symptoms from hybridity, ambivalence character who covers her Asian identity to live in a
to displacement of characters and assertion of colonizer’s country.
Bikolano sensibility. Each story articulates the hybrid In consonance with Bhabha’s assertion on
nature of Bikol characters which are not pulled apart identification that is never a priori, nor a finished
but singing new songs, a new creation from or within product but only a site for ambivalence, it follows
the border. Bobis’s characters like the local seer and that a figure of contiguity that substitutes a part for a
fruit stall vendor prove their currency in the colonial whole must not be read as form of simple substitution
context, the local chanter uses her multicultural or equivalence but as a double movement that
characteristics in cultural negotiation, while the fruit follows what Derrida calls the logic or play of the
seller uses her hybrid and ambivalent identity to ‘supplement’. Here, Bhabha stresses that the identity
mask her native mark. This is a notion of hybridity, articulated by the colonized subject is not the single,
which liberates the union of things that have been coherent, and pure white-ideal ego proffered by the
artificially separated and the Bikol migrant

43
colonizer. Rather, the identity of the colonized symptoms erase any essentialist claims for the
subject articulated by the texts shows fragmentation, inherent authenticity or purity or supremacy of
hybridity, multiplicity, and contradictions. And cultures because one is enabled by the Other. Hence,
conversely, the identity of the colonizer himself is not the selected texts, in espousing this concept of
coherent, pure, authentic, supreme Self from what he Bikolano sensibility have succeeded in liberating the
claims to be in Western discourse, but an ambivalent postcolonial subject from cultural hegemony.
and fragmented identity characterized by hybridity,
multiplicity, and contradictions. The preceding texts,
therefore, in abrogating and appropriating Western 2. Educational Implication to Real Life Situation
discursive practices and in representing and from the Respondent’s Experience
addressing the colonizer through Western images
In contemplating and judging the selected texts,
with which the Bikol character likewise identifies,
readers are tempted to turn from the examination of
interrogate not merely an image of the colonial past
these short stories mark with local color (Bikol
but the power relations that enabled the discursive
language and myth). With the use of abrogation and
and disciplinary place from which questions of
Bikolano sensibility may be strategically and appropriation of language, it fulfilled the needs of the
institutionally posed. The selected texts attempt to meaning of the text to which the English language
could not respond or justify the criteria used by the
locate the postcolonial subject in the hybrid gap,
dominant culture in understanding the
within the play of the subaltern instance of writing.
colonized/subaltern literature. The english language,
She articulates the cultural difference as an
or the so called colonized language becomes a site of
enunciative category, which opposes the notion of
cultural purity and supremacy and posits cultural struggle because it summons the absent colonizer and
difference and hybridity. These postcolonial at the same time rejected the assumptions of
traditional and fixed meaning of the subjected
symptoms are well articulated in the her texts like the
stereotypes, and finally asserts that regional and
“white turtle” as metaphor for the source of the
national literature written in various postcolonial
stories, creative energy, inspiration and salvation and
“Estrella - the fish hair woman” mirrors a strong englishes which have questioned the claim of English
woman, being the shaman of the village manifests to assume the dominant status of a standard code -
the language of the erstwhile center.
bravery and strength compared to man, as she trawls
dead bodies from the river. The grandmother in the The Bikol experience in every story traces a
story “Border Lover” typifies a strong interpellation historical fact that Philippines is once then a
of the stereotype being submissive and boxed inside colonized country that has gained independence after
the household chores while her grandchild who the three colonizers freed the Philippines from their
finished her doctoral studies in Australia brags to her bondage but even though colonization has already
the Western cultures, which shows that both passed, the colonizer’s culture comes out in the
characters are in the border of either the one or the colonized subject’s identity and culture. Hence, the
other, that both characters posit identity which has selected short stories in demonstrate how the
traces of colonialism which they try to eliminate and experience of colonization had shaped the Bikolano
yet present in their sensibilities. Because no matter consciousness and ideology - the Bikolano
how the writer tries to efface this cultural sensibility. These sensibilities of the Bikolanos
configuration in her stories, it evolves in her texts and reflected from the selected texts mirrored the life of
no matter how she injects indigenous identity, what the Bikolanos in the real life context in which a
appears is a fragmented identity. currency of identity is imperative for a social and
The author’s abrogation and appropriation of cultural negotiation between cultures. These realities
language to suit the needs of the situation shows that from the selected texts are manifestations that
literature imitates life.
the writer exercises a certain power that she has an
access to various possibilities of using, developing On the other hand, while doing the process of literary
and expanding the language. This further proves that analysis, there were twelve fourth year English
English can never fully articulate the writer’s majors who served as the respondents in the process
sensibility, thus the Western notion of superiority of of literary analysis. And here are some of the
Received Standard English could be negated. Indeed, thoughts shared by the respondents in the process of
Bhabha’s postcolonial framework reveals the notion literary analysis culled from the documentary survey:
of Bikolano sensibility asserted in four selected texts
which articulate the different symptoms: hybridity, Respondent 1: “The experience that I
ambivalence and displacement. These postcolonial learned from this exercise is worthy in a way
that it helps me to know the different

44
theories embedded in the literary text. I learners. The comprehensive development of the IM
could say that ‘reader-response theory’ is may include conceptualization, design, production
useful in analyzing a text because it affects and marketing. This material development is one of
our emotions in digging the deeper meaning the mandates of the higher education to support the
of the text. The significance of this activity is delivery of a curriculum and promote educational
that it pushes me to the limit in a way of change and thereby disseminate these products to
getting the literal meaning of the text is not other SUCs, which are offering the same program
enough, you have to go deeper to get the and discipline.
sense of the text in a different way.”
In the process of conceptualizing this study, a need
Respondent 2: “It is like filling the gap. At assessment was conducted to ensure the need of
the start, I have only few knowledge about developing an instructional material in Teaching
how to understand a literary piece but some Literature and in Literary Criticism. There were 100
information from the discussion, it gives me English majors used as respondents for the need
a lot of information.” assessment, grouped as follows: 57 freshmen, 33
sophomore and 10 juniors. These respondents noted
Respondent 3: “We really have to secure a
that “learning is best achieved in the presence of
theory in order for us not to be subjective.
sample output exercises reflected in the handouts
We need to back up our claims with theory.
(WM 1.29)” and “handouts promote the habit of self-
With the short exposure with this activity, it
individualized learning (WM 1.38),” lastly, “teaching
build a foundation as to how should we
the theories requires textbooks and references (WM
interpret the data presented in the text and
1.49)”. All responses with an interpretation of
how this will help us to decipher the
strongly agree.
message, nor just its marginal message but
more of its deeper meaning.” There were also three experts in the field that
evaluated the content validity of the two instructional
materials: The Lectures on Discourse and Teaching
These responses established the assumption of of Literature. The instructional materials were
scaffolding from constructivist point of view that evaluated on the following criteria: content,
there is better learning with a scaffold. The organization, effectivity and preference. The
respondents were able to understand better the input Lectures on Discourse was rated 4.30 while the
when the teacher provided handouts to the students Teaching of Literature was rated 4.28 both with an
aside from the teacher-discussion. The teacher-made interpretation of very satisfactory, recommended for
handouts guided the respondents of doing the task utilization if corrections are typographical in nature;
with ease because of the simplified discussion of the then editors can correct them and return it to the
theory and presentation of model output. writer then re-submit again the IM for further
Nevertheless, contextualized instructional material evaluation.
aided the respondents of doing the task with less
supervision and provided more room for the students
to share their ideas in articulating the meaning of the Conclusion
texts.
This paper aimed to develop content for a lecture
note in Literary Criticism and Teaching of Literature.
3. Proposed Content for the Lecture Note in The study revolved in determining the cultural issues
Literary Criticism and Teaching of Literature emerged from the selected texts particularly the
Based from the Experience of the Respondents in symptoms of colonized (Bikolano) sensibility; and
Evaluating the Texts determine the educational implication of the cultural
issues and sensibilities generated from the texts and
The access to quality education is a response to the its significance to the real life situation of the
view of equal opportunity and social literacy. This colonized subject. The formulation of the content of
access provides opportunity for further significant the proposed IM was based from the design of the
improvement in quality offerings and instructional curriculum in Literary Criticism and Teaching of
resources and materials for students who have limited Literature. The actual responses by the respondents
access to foreign-authored textbooks. In this gap of from the analysis of selected stories help in
resources, instructional material development is contextualizing the chronology and possible content
imperative. Material development is a process of of the of the lecture notes. The various readings of
creating IMs anchored on the needs of the target the respondents creatively created multiple meanings

45
with the use of postcolonial theory, which (colonizers) over the Third World countries
particularly produced sample analyses. The feedback (colonized). The characters in the selected stories
of the fourth year English majors regarding the have demonstrated superiority of the Bikol characters
process of literary analysis were coded, sorted and in their negotiation against imperial culture through
categorized. There were three assumptions used in abrogation and appropriation of the language.
this study, namely: Homi Bhabha’s (1994) Moreover, the concurrent presence of the submission
postcolonial framework, which established the and resistance to different cultures creates a fusion of
concept of postcolonial symptoms. John Dewey’s unique cultural hybridity, ambivalence and
(1933) constructivism provided guide in developing displacement, or what Bobis calls a “negotiation
the content while Francis Johnson (1975) established between cultures”. This social and cultural
the framing of the instructional material. At the end negotiation uncovered a unique hybrid culture which
of this attempt, this paper hoped that it may open up a opposes and at the same time supports the dominance
series of literary studies to other perspectives and of neo-colonialism and patriarchy, treading on the
multidisciplinary approaches and develop IM boundary between domination and resistance, a
respectively that will further establish the colonized cultural identity which altered both subjected
sensibility of the stereotype subject and develop stereotypes (colonizer and colonized), dominant over
instructional materials generated from the exercises marginalized culture because of the effect of
made by the students to serve as additional reference transference.
in appreciating literary criticism and literature
Through the selected stories, this study was able to
especially for a student-directed group environment.
prove successfully that there is a Bikolano sensibility
1. Cultural Issue and Sensibility that exists beyond the stereotypes created from the
fusion of the colonizers and colonized’s identity and
The cultural issues emerged from the texts are
culture - a hybrid and ambivalent identity and culture.
hybridity, ambivalence and displacement. These
This is an identity that cannot be neatly defined, but
issues are closely interwoven which foregrounds
the border that created the emergent hybrid culture
similar postcolonial symptoms, like the sensibility of
and identity transcends this definition. The Filipino
the characters. These characters prove their currency
is not just brown-skinned, but may also be fair
in the colonial context, as in the case of the local
skinned. Filipinos do not only do the honest job of
chanter who uses her Bikol tongue and multicultural
housekeeping, but they are also poets, writers,
characteristics in her cultural negotiation, while the
entrepreneurs, political leaders and the like which are
fish-hair woman deconstructs her identity to portray a
also evident among the superior stereotypes. This is a
patriarchal order. The Bikol characters’ displacement,
sensibility that is continually being re-discovered by
by geographic separation, culture or identity speak
the colonized themselves, who have assimilated
nourishment of their hybridity in a foreign land or
mentally even during and after the propagation of
man’s dominated culture as the totally fragmented
superiority of the colonizers.
Self, which must not be read as a revelation of some
suppressed truth of the postcolonial subject, who In contemplating and judging Merlinda Bobis works,
looks no different from the metropolitan intellectual readers are tempted to turn from the examination of
with the ambivalence of his/her desire for the Other. her short stories mark with local color (Bikol
Bhabha’s concept on ambivalence, hybridity and language and myth) and the author herself as a
displacement is manifested in the sensibilities of the representation of postcolonial literature and of an
Bikolanos in getting along with the Westerns and Asian as a whole. With the use of Bobis’s abrogation
adapting to new environment/culture and yet and appropriation of language, it fulfilled the needs
retaining the local culture. Each time this encounter of the meaning of the text to which the English
between Self and Other occurs at the point at which language could not respond or justify the criteria used
something exceeds the frame of the image (as in the by the dominant culture in understanding the
case of the stories analyzed in this research), it colonized/subaltern literature. The english language,
evacuates the Self as the site of identity and or the so called colonized language becomes a site of
autonomy and leaves a mark of the subject, a sign of struggle because it summons the absent colonizer and
a local identity - the Bikolano sensibility. This at the same time rejected the assumptions of
becomes the moment in which the demand for traditional and fixed meaning of the subjected
identification takes the form of a response to other stereotypes, and finally asserts that regional and
questions of signification and desire, culture, and national literature written in various postcolonial
politics. The use of Bikol/Filipino language in the englishes which have questioned the claim of English
texts asserts this question of subjected signification to to assume the dominant status of a standard code -
speak against the superiority of the Westerns the language of the erstwhile center.

46
The selected short stories demonstrate how the analysis of the text, and ended with a documentary
experience of colonization had shaped the Bikolano survey on the actual experience and challenges
consciousness and ideology - the Bikolano encountered by the respondents in the literary
sensibility. The Bikolano sensibility is a currency of analysis. The respondent’s feedback resembles the
the Bikol character in his/her social and cultural proposed content of the lecture note in Literary
negotiation between cultures. Bobis has abrogated Criticism and Teaching of Literature. Hence with the
and appropriated the English language by fusing the foregoing merits from the literary analysis, literature
Bikol/Filipino language and asserted that English teachers have to perform a big role in providing
language could not fully appropriate the colonized relevant experiences to the students, which are
meaning and language. This notion articulates the challenging and at the same time an opportunity to
Bikol tongue/language to demonstrate the life and appreciate the breadth and depth of literature
culture of the colonized and reveal the currency of particularly on Bikol literature. The experience of the
stereotype, which alters the subjective signification of respondents in analyzing the selected texts gave them
the imperial culture that the colonized are inferior the realization in evaluating the merit of literature
and the colonizers are superior. The Bikolano along various aspects such as how postcolonial
sensibility is the avenging power to show that the theory is being used in analyzing the text, the
colonized appear superior over the colonizer, for importance of having a background on the elements
without the colonized, the superiority of the colonizer of fiction and poetry and during the FGD session the
will be silenced by the absence of the colonized. The respondents were able to figure out the importance of
conditioning that occurred in the process of having a prototype output while doing their
colonization makes the Bikol characters speak of the individual task. In the process of literary analysis,
power and authority of the colonizers on one hand students are expected to demonstrate the 21st century
and the colonizer on the other hand, speak the skills - language skill, critical thinking, management
sensibility of the colonized, because during the of affective factors and performance skill. The actual
colonization, the transference of culture takes place experience of the students in analyzing the texts with
and creates a border, a border between the colonized limited resources revealed a limitation in the literary
and colonizer, that in the long run, one could not analysis. The direct delivery of instruction aided the
anymore speak of pure identity/culture because both students with the principle of literature, and the
are already hybrid in nature. provision of handout in literary analysis, which
includes enabling activities help the students to work
The selected texts have documented a hybrid
independently.
approach of interpellation from the conventional
concept of articulation like that of tracing the 3. Proposed Content
influence of the writer to his/her texts that somehow
Course Outline: This refers to the coverage of the
the writer has an unconscious contribution of his/her
topics and requirement of the course. This outline
life to the textuality of the text - a space of
provides the chronological entry of topics and time
intervention which may establish a hybrid culture or
duration.
the Other. This hybridity demonstrates a notion
Brief Discussion of Subject Matter: These are the
which is not an identification of binary oppositions,
major topics, which have been divided and
but rather, going beyond it by decentering the center
subdivided into suitable sections for easy reading.
through a fusion of cultures. This hybrid culture is
Text and Question: These are the specimens that will
neither the dominant nor the emergent opposition to
be used by the learners and each text includes guide
it. It belongs to the boundary between the two. Minh-
questions as basis for reflection on what they have
Ha argues that “the hybrid culture/individual who
read.
stands in that undetermined threshold where he/she
Example Final Output: These are the model literary
constantly drifts in and out, which at the same time
analysis made by the respondents which serve as
undercuts the inside/outside opposition, his/her
illustrations or example.
intervention is necessarily that of both a deceptive
Enabling Activity: These are set of activities, which
outsider whether he/she turns the inside out or the
provide the readers a chance to apply new knowledge
outside in.” This hybrid culture/individual is, like the
and skills in their analysis.
two sides of a coin, the same impure, both in one, the
Evaluation: This refers to the assessment from each
insider/outsider.
activity.
2. Educational Implication Literary Criticism Teaching of Literature
Introduction to Literary Introduction to
The meaning generated from the selected passed Criticism Literature
through a process, which started from reading and Elements of Fiction and Lesson Planning

47
Poetry Geraldine Alvina, (2012). “Understanding Culture
Lecture 1: Reader Criteria of Selection through the Language of Oral Narratives”.
Oriented Approach Choices for Study
Homi K. Bhabha, (1996). “Caliban Speaks to
Lecture 2: Poststructuralist Basic Strategies and
Prospero: Cultural Identity and the Crisis of
Theory Approaches in
Representation”, Mariani, Critical Fictions, ed.
Teaching Literature
Padmini Mongia, Contemporary Postcolonial Theory:
Lecture 3: Deconstruction Dynamics in Teaching
A Reader, New York: Hodder Headline Group.
Poetry
Lecture 4: Postcolonial Dynamics in Teaching Homi K. Bhabha, (1995). “Signs Taken for Wonder”
Theory Fiction in the Post-colonial studies reader, ed. Bill Ashcroft,
Gareth Griffiths and Helen Tiffin. London and New
York: Routledge.
Recommendation Homi K. Bhabha. (1994). The location of culture,
With the foregoing conclusion, this study London and New York: Routledge.
recommends further studies on the other works of John Wilson Brucal, Ann Krissabelle Quilaton,
Bikol writer to demonstrate another territory of Jamaica Tampucao & Ernesto Mandigma. (2018)
translation and testimony of analytical argument or “Instructional Materials in Teaching Literature in the
framework such as: works of other Bikol writers to Unified Schools of the Archdiocese of Lipa”,
further validate the Bikolano sensibility; works of International Journal of Recent Innovations in
other Filipino authors belonging to other regions or Academic Research.
cultural communities which interpellate dominance
of the Western; and other writing style to unveil more Merlinda Bobis, (2001), “Myth and Mythologizing in
complex colonial configurations in the Philippine White Turtle”, Conference Paper in Trading in
context. Moreover, this researcher hopes that this Imagination, Power House Museum.
paper may open up a series of literary studies to other Merlinda Bobis, (2001). “Trading in Imagination”,
perspective and multidisciplinary approaches that Conference Paper, Power House Museum.
will further establish the Third World claim regarding
the subaltern identity subjected to us by the imperial Merlinda Bobis, (1999). White turtle, Manila: De La
culture especially on the identification of Salle University Press.
Bikolano/Filipino sensibility in Philippine fiction in Nora Marasigan, (2019). “Development and
English of other Bikol/regional writers, and may Validation of a Self-Instructional Material on
contribute to a fuller understanding of the different Selected Topics in Analytic Geometry Integrating
questions posed by postcolonial literature and Electronic Concepts”, International Journal of Recent
criticism. Finally, this paper hopes to add Innovations in Academic Research.
supplemental material in Literary Criticism and
Teaching of Literature through lecture note that will Susan Lenski, Mindy Larson, Dot McElhone, Dennis
aid the student-directed environment. Davis, Carol Lauritzen, Amanda Villagomez, Maika
Yeigh, Melanie Landon-Hays, Marie Lejeune &
David Scales, (2016). “What Teachers Want: A
Statewide Survey of Reading and English Language
References Arts Teachers’ Instructional materials, Preferences,
Bill Ashcroft, Gareth Griffiths & Helen Tiffin, and Practices”, Literacy Research Instruction,
(1989). The empire writes back: theory and practice Routledge.
in post-colonial literatures. London and New York:
Routledge.
Danilo V. Rogayan, (2018). “Development and Acknowledgment
Validation of Physical Science Workbook for Senior The researcher wishes to extend his gratitude to the
High School”, Science Education International, Vol CBSUA-Sipocot Campus, particularly the Research
30, Issue 4. Division for accepting his research proposal for
Emira Derbel (2019). “Teaching Literature through evaluation. Moreover, to his wife - Abby and
Comics: An Innovative Pedagogical Tool”, daughter - Danielle Angela who continuously give
International Journal of Applied Linguistics & him inspiration to work harder and perform duties
English Literature, AIAC. with a light heart; moreover, to his CBSUA family
for the healthy professional partnership.

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