Contemporary Imperialist Hegemony in the Philippines: Neocolonialism, Reformism and Counter-revolution

If Andres Bonifacio and other anti-colonial revolutionaries of the 1896 Philippine Revolution were alive today, they would be shocked that most Filipinos don't even know what colonialism is. Filipinos have become so accustomed with the diamond shackles of neocolonial and imperialist oppression that most of them are now oblivious of their very existence. Most Filipinos are totally convinced that their country has been a fully independent and genuinely democratic republic since July 4, 1946, after the Americans granted their so-called independence. This short essay would smash into smitheereens the great myth called Philippine independence celebrated yearly through boisterous government-funded displays of nationalism all throughout the archipelago. Simply put, this essay will prove that the country's neocolonial and imperialist masters have succeeded in perpetuating the country's poverty through reformism and counter-revolution. Pedagogical Neocolonialism: Demolishing National Identity, Preparing Graduates for Imperialist Countries Ask any Filipino college student this simple question: Where will you work after graduation? and most of them would say Abroad or I'll work here for a year or two to gain experience and then I'll work abroad. If Padre Florentino (of El Filibusterismo fame) were here, he would certainly have reasons to mouth the same soliloquy he had dramatically blurted out in the last chapter of Rizal's second masterpiece. No small wonder. Officially, the Philippine government boasts of its labor export policy (e.g. sending oil drillers and engineers in the Middle East, teacher-maids in Hong Kong, nurses in Europe, butchers and welders in Canada and Australia, teachers in the USA etc.). Moreover, the current administration's Kto12 or Kindergarten to 12 years of Basic Education Program deliberately transforms the country's education system to suit the needs of foreign firms and their local subsidiaries and dummy entities, and effectively equip Filipino professionals and skilled workers for overseas employment. With regard to the official medium of instruction, while the national language Filipino has made headways in actual classroom usage, most schools still put prime emphasis on developing the students' English language skills as evident in the use of English as medium of instruction even in Social Science subjects where ample instructional materials in Filipino already exist. Meanwhile, in the higher echelons of the academe, those with degrees from foreign universities are still treated as gods. Degrees from most local universities are viewed as inferior. The alumni of various foreign-funded institutions are strategically placed in the academe and in the government to ensure the perpetuation of pedagogical neocolonialism. Worse, the education system fails to aid students in (re)discovering national identity and culture. Indeed, most young Filipino students don't know who Claro M. Recto. Few students remember why Simoun tried to bomb the wedding of Paulita and Juanito. Fewer students know what Mga Ibong Mandaragit is. Worse, students can't even sing Bayan Ko. Hence, simply put, instead of serving the national interest and public welfare, most educational institutions in the country are still in cahoots albeit somewhat unknowingly with the dark knights of neocolonialism and imperialism. (TO BE CONTINUED; it's so hot in this literal internet cafe a coffee shop that offers free computer use beside the main DLSU Library; I can't concentrate. Hahah. Viva la indepencia Filipina!)....