Category Archive for: panitikan

kultura

admitting to class differences, the dream of readers at home: Butch Dalisay and Phil writing

<…> if these two talks of Dalisay are any indication <…> what our texts have and what ails our texts by default given colonial history <is that> we are out of the Commonwealth loop <…> and while American colonization gave us the English that we use for our writing, we all seem to have forgotten that, and we’re like the bastard children that appear at the family Christmas dinner. There are no favors to be had from our colonial fathers here, and it can only be difficult to deal with expectations.

Such as what Dalisay sees to be the “mournful wail of oppression” as the one thing expected of work from the Philippines, the main thing a writer must be able to work against. But towards what? Again another bottomline: the problem is that even we don’t know what we’re about, so how do we even begin projecting ourselves to the world?

Maybe we begin with what is inescapable. As far as Dalisay is concerned, there’s no escaping class, not for any writer, not for any kind of writing. There’s no avoiding the divide between rich and poor, and in that sense it could be a trope, the one thing that we cannot ignore in the task of writing, especially in English, especially given that this means having very few readers where we come from. And it is a trope that encompasses even that which Dalisay considers to be the most important story for Filipinos of our time: the diaspora. 

read the rest here!

kultura

because literature IS serious business

It seems like a foregone conclusion: how else would Singapore do a writers’ festival but with seriousness and business-like professionalism? What’s striking about the first few days of the Singapore Writers’ Festival (SWF) though is this: while business sense would dictate the selling of books in relation to the event, there’s also a clear sense here of going beyond that. And the SWF does so by showing us how literature and writing might on the one hand be celebrated as creative endeavor, and on the other assessed as end product with goals of publication and readership, always with the possibility of the text affecting change.

This is to say that each of the panels I went to were done professionally at the SWF, where moderators had read the books of the writers they were to have conversations with, where they actually become credible points of reference for a discussion with the audience. My context obviously is the Philippines, where even international conferences suffer not just because of sloppy work by local scholars, but even more so unprofessional moderators who think that hosting à la talk show is what this role calls for.

But I digress, and I only do so because of envy: much might be said after all for professionalism especially when it comes to literature and writing, particularly because by our mere existence as writers and critics we demand that it be seen as important. At the SWF, the first thing that’s equated with its importance is a clear respect for writers, which begins with reading their work beforehand.

Read the rest here!

kultura

the writing responsibility

because i’ve been thinking about, which is to say struggling with, writing and self-centeredness, this can only be serendipitous: a piece on poetry, but which is really about writing, from mabi david:

To write is to come to an awareness, says Carolyn Forché, which I believe wholeheartedly. I write because it is the way available to me of thinking about the world, of apprehending experience.

Thus is the self implicated in the poem. We must write with vigorous self-reflection and be accountable for every word we put on the page.

When we glorify what we write, harboring illusions of distinction or consequence, we sacrifice self-awareness for ego, and what we write is at once boring, narcissistic, and annoying. At its very least.

At its worst, we fail at our responsibility as writers to consider ourselves limited and fallible, which pushes us to be more rigorous in our analysis. We fail at our task to keep scrutinizing and interrogating all stable sets of beliefs—ours and society’s—no matter how difficult the task or how unpleasant in the service of potentiallyarriving at the Truth.

When we feel so assured of the power and respectability of what we write, what beliefs and attitudes do we preserve and what do we foreclose? Thinking our beliefs more vital and virtuous than those of others who do not share our views, how do we begin to regard differences?

To approach our task as writers with a totalizing, aggressive belief about its capacities, we border possibly on self-aggrandizement and see differences as threats.

We enter a room and light a candle. Someone we don’t know walks in to light another and how is it we think this additional fire diminishes the light in the entire room?

click here for the rest of this short but/and/therefore brilliant piece by mabi.

komentaryo

Luisa Mallari-Hall, teacher

in April 2000, Prof. Luisa Mallari-Hall died in a plane crash, along with her husband and two children. she was a wonderful woman/teacher/friend/human being whose teaching continues to resonate with me, 15 years since she was first my teacher in 1996. these two essays were written soon after she died, the first one for a SEA newsletter, the second one i read at the tribute put together by the DECL in U.P.

in 2010, i give birth and lose a child. i named her Luisa.

1
Homage to Luisa

It is said that teaching is the most important profession of all – doctor or lawyer, engineer or businessman, even the teacher, is shaped by teachers. But teaching, beyond being a profession is also, ultimately, about being an example to those one teaches. Whether in a private catholic school or a liberal state university, teachers are inevitably icons of the subjects they teach and the institutions they serve. They are, whether they like it or not, models against which students will measure themselves.

This makes teaching a taller order than one thinks. For one does not only need to have the knowledge to impart and the ability to get this across, a teacher also needs to live what he or she teaches. The classroom is only a venue for teaching. Outside the classroom, teachers are testament to what they teach. A teacher who does not practice what he or she preaches debunks the very things he or she says are important inside the classroom. This to me is the line drawn between professional teachers and real teachers. The former teach for a living, the latter live what they teach.

Prof. Luisa Mallari-Hall was the epitome of the latter. More important than what I learned from her inside the classroom was what I learned from her outside. Unlike any of the other teachers in U.P.’s Department of English and Comparative Literature, Ma’am Mallari decided to learn Bahasa-Malay instead of French, German, or some other Western language. And she didn’t learn it out of a need to – that would have only meant taking the 12 units the University could offer her of a foreign language – she learned it because she wanted to. Because it would only be through learning the language that she would live up to her own standards of comparing literatures in Asia. That is, comparative literature not in translation, but in the original. Because, as she would always tell me, there is just no other right way of doing it.

And really, no other way of studying Asian literature and culture. While it is true that the English literatures in Asia are a valid area of study, to celebrate these literatures invariably leads to the marginalization of cultural texts in the Asian national languages, at the same time that it encourages the study of Asian texts in translation. For why waste time and energy in studying another language, when there is English to fall back on? Ma’am Mallari, by choosing to study Bahasa-Malay, taught me that beyond expertise in a certain area of study is the more important question of relevance. What is gained for Asia by the study of the literatures in English it has produced? What, other than the possibility of winning international writing contests and getting published in the West? What, other than removing oneself from the region you are part of by focusing and using a language that continues to be spoken by a few in it? Further, to study Asian literature in translation is to do an injustice to the original texts and to scholarship on Asia in general. While admittedly, we Asians come together through and with the use of the English language, Ma’am Mallari’s choice of Bahasa-Malay tells us that the use of English should only be a phase in the kind of scholarship we should be doing on Asia. To rely on what is written in and translated into English of Asian literature is, ultimately, to take the easy way out in our study of Asian culture. It is settling for second best.

Ma’am Mallari didn’t settle, and she taught me not to, regardless of the probability of marginalization or marked difference. In this country, to seriously take Asia as an area of study (i.e., to study Asia in an Asian national language) is a liability – for how would one get grants from the U.S. or Europe if one is studying a region that is not considered important? A region that doesn’t see itself as such, the countries within it being so diversified by colonization that they find more affinity with the West than with the East that they are part of? And why would one get a European or American grant, when one insists on writing in a foreign Asian language? Ma’am Mallari’s answer was that one does not get those grants – one does not need them. She took pride in not having traveled outside of Asia other than to her husband’s Australia. She was even more proud that she did not find the need to go, nor dreamt of ever going, beyond Asia. When she made the choice to study Bahasa-Malay, she did so because she felt that it was the only way she could do justice to the literature of Malaysia and, in effect, to scholarship on Asia. That this would limit her to the region, even to Southeast Asia only, meant nil to her.

This, however, meant more to me than she ever knew. For she did not only teach me not to settle for second best in any endeavor, she also taught me not to settle for anything less than what is due me – both as a Filipino and as an Asian. And she showed me that what is due me is only about as much as I am willing to give of myself to this country and to Asia. In the end, Ma’am Mallari did not only personify the kind of comparativist she wanted to be, but also proved herself to be the rarest of Asian scholars, particularly in the land of neo-colonial Philippines. To me, she proved to be the rarest ever of real teachers, who lived to teach, and who lived what she taught.

Before Ma’am Mallari died, she was happy and high from a recent trip to Malaysia that she thought was to be a standard affair on Asian culture but turned out to be a surprise tribute to her. She was the guest of honor, with a streamer welcoming her and her picture in the program (if she had known, she would have sent a nicer picture daw). Her dissertation, written in Bahasa-Malay, was also posthumously published by her university in Malaysia – a moment she had been looking forward to, and an achievement that we should all be proud of, unparalleled as it is by any other scholar in this country.

We encounter too many teachers in our lifetimes, but few become our teachers for life. Prof. Luisa Mallari-Hall, beyond her lifetime, will always be mine.

2
Thanking Luisa

Last week, a friend from the Collegian asked if he could interview me about Ma’am Mallari. I said maybe later, it was too soon, I wasn’t ready just yet, I couldn’t do justice to her memory, anything I’d come up with would be insufficient.

Writing this now (as there was no saying no to Mayo) I am swamped by snippets of memories, slices of life shared with her. Like, how scary she was in that first class I took under her, and how difficult it was. She was the classic “terror” teacher – she’d enter the classroom and the class would throb with intense fear. She expected brilliant students, and given otherwise, would resort to the most difficult exams, pushing us to measure up.

Later, when she ended up being my adviser, and I was comfortable enough with her to say that she was the scariest and the most difficult teacher I had ever had, she said that she was conscious of it and loved being such. Her own teachers were worse, she said, and she had found that she learned more from those who instilled a certain amount of fear in her.

I couldn’t see myself taking a class under her again. But while she was on her long maternity leave, I realized that I missed her kind of teaching. That I worked harder in her class because I feared her, and that ultimately her strictness was always all about teaching her students the value of disciplined scholarship. The kind which doesn’t bark up the wrong trees or just pounce on issues because they are popular. The kind which didn’t compromise – which could take a stand, be clear about its assumptions, and, even, double-guess itself.

When she came back, I took three of her classes — another literature class and two of her Bahasa language classes. She insisted that, like her, I should learn an Asian language, because it would give me an edge. I saw her everyday that semester at 7 am for Bahasa class which she held in her office. After class, I’d usually stay and chat while she finished her first cigarette of the day. She’d lend me books, we’d talk about all sorts of things, from the latest gossip to alternative medical therapies, to the literature class I had with her the day before — the syllabi of which had Mao Tse Tung, Gabriel Garcia Marquez, Salman Rushdie, and Zeus Salazar all at the same time. She’d talk about the projects she was working on, how she needed to come out with her own book, and how she hadn’t written anything in such a long time, she was not even sure she could come up with anything substantial.

When she found out that two literature majors, Mayo Martin and I, had won a two-week travel grant in Thailand, besting social science majors, she was thrilled for us. These were venues, she said, that didn’t usually consider or welcome literature majors, and this was where we could assert ourselves and prove our worth.

On her birthday last year, she treated our Bahasa class to breakfast in Katipunan, and we talked about U2 and MTV Asia. Since then, I had kidded her a couple of times about how she seemed to have mellowed. She admitted that she had been wondering about it herself, and wasn’t sure why.

Thinking back now, she was also the happiest I had seen her. Blissfully content with her family, enjoying her work in Seasrep and Public Policy, excited about teaching and putting together new reading lists, and all sorts of projects she had lined up

I had been looking forward to working with her and continuing to learn from her.

Unconsciously, I realize now, I was planning my life based on what she had done with hers, just because she was not only the kind of teacher I want to be, she was also the kind of woman and friend I want to be.

My one regret is, I never got to thank her, I never got to tell her how special she was to me. Hopefully, now I have. ***

kultura

the path for Revolutionary Routes

Elias de Tayabas
Elias de Tayabas

it was daunting more than anything else, though at some point all that operated was an amount of yabang: i’ve seen friends do this before, i’ve seen wonderful beautiful local books happen without a big publisher behind it, without press releases coming out in papers. and this book, i knew, deserved the major major effort of blood/sweat/tears because it is about family and history. because it is unconventional in form, an almost refusal to fall within the genres that are familiar, a straddling among creative non-fiction/historical essay/memoir. because it demanded a freedom from the standard limitations of publishing, given its refusal as well to deal with the ways in which things are usually written, how they usually look, what can usually be said.

and so Revolutionary Routes can be infinitely controversial, familiar as many of the personalities within its pages are, from former presidents Manuel Quezon to Ramon Magsaysay, Vicente Sotto to Artemio Ricarte to Tomas Mapua, yet here, more than anything they are revealed to be people. there should be no fear in that. there should be freedom in it.

because that is also what it means to family: a great amount of freedom. to be able to let go of these stories, and more than sharing it with the world, show the world how our Lola Concha, unnamed and anonymous, knew somehow to sit down and write, in long hand, about the life she lived. with no pretenses at publication, no grand narrative tying everything together, no effort at making saints out of sinners. in the process she left not just a narrative about family, but a history both local and national in the voice of someone who actually lived within it. Reynaldo Ileto’s Foreword to the book begins:

Revolutionary Routes is more than a family history across four generations. Author Angela Stuart-Santiago has deftly woven together the memoirs, clippings, correspondence and other traces of her family’s past into a microhistory that spans the late 19th century up to the 1950s. While this book is rooted in the specific experiences of a family that lived in Tiaong and its adjoining towns in southwestern Tayabas (now Quezon) province, it also tells us much, from the ground up, about everyday life in the countryside under the shadow of successive imperial and national regimes. This book can also be read as a modern history of the Philippines.

it seemed there was no other way to do this book, but to take it by the horns and make it walk a path we were making up as we went along. a kind of tribute to the way Lola Concha lived believing in hard work and with more heart — heart — than i can muster. a tribute to Lola Nena who could see most clearly even as she was blind, who inadvertently led me to reading beyond my years, whose sadnesses are a thread i find strength in. and really, ultimately, a glass raised to Angela, whose writing’s a gift in the most basic and complex of ways.

today these arrived in the house and home that Lola Concha and Lola Nena continue to provide us in Mandaluyong:

Revolutionary Routes books!
Revolutionary Routes books!

and i realized there was no other way, no other way at all, but to have taken the path we did, difficult/stressful/frustrating as it was. and today, i felt as close to this joy as i could, as in the end, this route could only be liberating, in all ways imaginable.

***

we’re launching Revolutionary Routes, on August 20 2011, 5 to 8PM at the Filipinas Heritage Library. come buy a book and have Angela sign it! we’re celebrating family and Tayabas, and Elias from Rizal’s Noli who we now know to be a crucial part of our story.

if at all, you’ll get to meet us beyond our blogs, with partying the only thing on our minds, no fangs included. do come!

Revolutionary Routes by Angela Stuart-Santiago
Revolutionary Routes by Angela Stuart-Santiago

Revolutionary Routes, Five Stories of Incarceration, Exile, Murder and Betrayal in Tayabas Province 1891-1980 by Angela Stuart-Santiago

based on the memoirs in Spanish of Concepcion Herrera vda de Umali
as translated into English by Concepcion Umali Stuart

foreword by Reynaldo C. Ileto
book design and overall layout by Adam David
cover design and Elias illustration by Mervin Malonzo
official website by Joel Santiago