Constructing a Counter-Memory: A Proposition to Atrocities and Historical Apathy to the Martial Law Experience in the Philippines

Maria Virginia Aguilar; Edwin Lineses

doi:10.63931/pasrj.31.9

Authors

Maria Virginia Aguilar De la Salle University-Dasmarinas Author
Edwin Lineses De La Salle university - Dasmarinas, Philippines Author

DOI:

https://doi.org/10.63931/pasrj.31.9

Keywords:

cultural memory, Martial Law, revisionism, counter-memory

Abstract

People construct cultural memory from how they make sense of past experiences through texts, oral tradition, artifacts, or symbols that are passed down from generation to generation. Cultural memory crystallizes people’s shared experiences and gives generations a sense of collective identity. But in the Philippines, a spirit of indifference has permeated the current generation, so the long-standing trauma of martial law from Marcos’ excesses seems to have become “more tolerable.” Democracy advocates were on the defensive as Marcos and his band of supporters reconstructed cultural memories of the martial law era into legitimate ones. This paper argues for the need to create a counter-memory to correct the historical distortions that permeate Philippine society.

References

Abuso, M. A. (2019). Narrating human rights in the Philippines: Collective memories of the Filipino youth on the Marcos Regime. Journal of Southeast Asian Human Rights, 3(1), 7-38. https://doi. org/10.19184/jseahr.v3i1.8411

Aning, Jerome (2022, September 15). Marcos defends martial law, admits abuses ‘like in any war.’ Philippine Daily Inquirer. https://newsinfo. inquirer.net/1664487/marcos-defends-martial-law- admits-abuses-like-in-any-war

Assmann, A. (1996). Texts, traces, trash: The changing media of cultural memory. Representations, 56,123–134.

Assmann, J., & Czaplicka, J. (1995). Collective memory and cultural identity. New German Critique, (65),125–133.

Babalis, T. K., & Lazarakou, E. D. (2021). Employing empathy to teach and assess the learning process in controversial historical issues. Creative Education, 12, 1615–1628. https://doi. org/10.4236/ce.2021.127123.

Bautista, V. F. (2018). The pervert’s guide to historical revisionism: Traversing the Marcos fantasy. Philippine Studies: Historical and Ethnographic Viewpoints, 66(3), 273–300. https://doi. org/10.1353/phs.2018.002

Bradshaw, S., & Howard, P. (2017). Troops, trolls and troublemakers: A global inventory of organized social media manipulation. In Computational Propaganda Research Project (pp. 1–37). Oxford Internet Institute.

Carpio, J. (2016, June 14). Teaching Philippine history.

Manila Times. https://www.manilatimes.net/2016/06/14/featured-columns/columnists- business/teaching-philippine-history/267871

Chia, Y. T. (2012). History education for nation building and state formation: The case of Singapore. Citizenship Teaching and Learning,

7(2), 191–207. https://doi.org/10.1386/ctl.7.2.191_1.

Cunningham, D. L. (2009). An empirical framework for understanding how teachers conceptualize and cultivate historical empathy in students. Journal of Curriculum Studies, 41(5), 679–709. http:// dx.doi.org/10.1080/00220270902947376.

Dela Pena, K. (2021, September 21). Marcos’ martial law: golden age for corruption and abuses. https://newsinfo.inquirer.net/1490968/marcos-martial-law-golden-age-for-corruption-abuses

Educator’s Forum for Development. (2020, January 21). Martial law omission a mockery of history. IBON Foundation. https://www.ibon.org/ martial-law- omission-a-mockery-of-history/.

Endacott, J. L. & Brooks, S. (2018). Historical empathy: Perspective and responding to the past. In S. A. Metzger, & L. M. Harris (Eds.), The Wiley international handbook of history teaching and learning (pp. 203–227). John Wiley & Sons.

Foucault, M. (1990). The history of sexuality: An introduction, volume I. Trans. Robert Hurley. New York: Vintage, 95

Go, A. C. (2017, September 17). ‘Kuri-kulam’: Are textbooks sanitizing martial law?. Philippine Daily Inquirer. https://newsinfo.inquirer. net /931174/hist ory-tex t b ook s-ferdina nd- marcos- marcos-martial-law-ferdinand-marcos- jr-bongbong-marcos-millennials- philippine- history.

Norizan Kadir, (2019) Remembering and forgetting the memories of violence: the Filipinos protest over hero’s interment for Marcos, 2016-2017. Jebat: Malaysian Journal of History, Politics and Strategic Studies, 46 (1). pp. 1-26. ISSN 2180-0251

Laville, C. (2012). History and citizenship education: A century old association; the Quebec experience. Citizenship Teaching and Learning, 7(2), 119–

130. https://doi.org/10.1386/ctl.7.2.119_1. Legg, S. (2005). Contesting and surviving memory: space, nation, and nostalgia in Les Lieux de Mémoire. Environment and Planning D: Society and Space, 23(4), 481–504.

Meckien, R. (2013, Jun 3) Cultural memory: the link between past, present, and future. Institute of Advance Studies of the University of São Paulo. http://www.iea.usp.br/en/news/cultural-memory-the-link-between-past-present-and-future

Mendoza, G. B. (2019, November 20). Networked propaganda: How the Marcoses are using social media to reclaim Malacañang. Rappler. https ://www.r apple r.com/new sbr eak/ investig ative/245290-marcos-netw or ked- propaganda-social-media/

National Geographic (2023). Cultural memory. https://education.nationalgeographic.org/ resource/cultural-memory

Ong, J. C., & Cabañes, J. V. A. (2018). Architects of networked disinformation: Behind the scenes of troll accounts and fake news production in the Philippines. University of Massachusetts Amherst. https://doi.org/10.7275/2cq4-5396.

Official Gazette (1972). Proclamation No. 1081. 1972. Proclaiming A State of Martial Law in the Philippines. Malacañang, Manila.

Remmler, K. (2005). “On the natural history of destruction and cultural memory”:

Rosales, R. J. (2020). The Frequency of Practice of the Catholic Social Teaching and Sta. Teresa College Core Values: Development of Teresian Core Values Assessment Scale. International Journal of Research Studies in Education, 9(4), 59-74. doi:https://www.doi.org/10.5861/ijrse.2020.5806

Rosales, R. J. J. (2021). Online Eucharistic celebration and the spiritual well-being of the Catholic Faithful of San Isidro Labrador Parish, Cuenca, Batangas during COVID-19 pandemic. International Journal of Research Studies in Education, 10(1), 37-45. https://doi.org/10.5861/ijrse.2020.5920

Rosales, R. J. (2020). The Frequency of Practice of the Catholic Social Teaching and Sta. Teresa College Core Values: Development of Teresian Core Values Assessment Scale. International Journal of Research Studies in Education, 9(4), 59-74. doi:https://www.doi.org/10.5861/ijrse.2020.5806

Rosales, R. J. J. (2021). Online Eucharistic celebration and the spiritual well-being of the Catholic Faithful of San Isidro Labrador Parish, Cuenca, Batangas during COVID-19 pandemic. International Journal of Research Studies in Education, 10(1), 37-45. https://doi.org/10.5861/ijrse.2020.5920

Rosales, R. J. (2020). The Frequency of Practice of the Catholic Social Teaching and Sta. Teresa College Core Values: Development of Teresian Core Values Assessment Scale. International Journal of Research Studies in Education, 9(4), 59-74. doi:https://www.doi.org/10.5861/ijrse.2020.5806

Rosales, R. J. J. (2021). Online Eucharistic celebration and the spiritual well-being of the Catholic Faithful of San Isidro Labrador Parish, Cuenca, Batangas during COVID-19 pandemic. International Journal of Research Studies in Education, 10(1), 37-45. https://doi.org/10.5861/ijrse.2020.5920

Rosales, R. J. (2020). The Frequency of Practice of the Catholic Social Teaching and Sta. Teresa College Core Values: Development of Teresian Core Values Assessment Scale. International Journal of Research Studies in Education, 9(4), 59-74. doi:https://www.doi.org/10.5861/ijrse.2020.5806

Rosales, R. J. J. (2021). Online Eucharistic celebration and the spiritual well-being of the Catholic Faithful of San Isidro Labrador Parish, Cuenca, Batangas during COVID-19 pandemic. International Journal of Research Studies in Education, 10(1), 37-45. https://doi.org/10.5861/ijrse.2020.5920

WG Sebald. German Politics and Society, 23(3), 42-64. https://www.jstor.org/stable/23742689

Villanueva, G. C. (2011). Using counter-memory to build an historical knowledge of struggle. https://digitalcommons.calpoly.edu/cgi/ viewcontent.cgi?article=1001&context=essp

Constructing a Counter-Memory: A Proposition to Atrocities and Historical Apathy to the Martial Law Experience in the Philippines

Authors

DOI:

Keywords:

Abstract

References

Downloads

Published

Versions

Issue

Section

License

How to Cite

Make a Submission