THE text books on Philippine history do not always give the students a full picture of the past. They only give students a glimpse. History is too rich and vibrant that it cannot be contained in textbooks.
For example, while many Dabawenyos are familiar with the relationship between Davao City and Japan, not many are familiar with the history of its relationship.
The Japanese have deep roots here dating back in early 1900s when Japanese migrants came to Davao to tap its agriculture potentials.
Professor Ines P. Mallari, president of Mindanao Kokusai Daigaku and Philippine Nikkie Jin Kai International School, said Japanese migrants' main source of income in Davao was abaca farming.
“Research from history writer doctor Dennis J. Garcia showed that Japanese migrants had a good relationship with Filipino locals in Davao City as the farming industry is concerned. And it was possible to have a harmonious relationship with other culture,” said doctorate candidate and research discussant from Osaka University Carmina Yu-Untalan.
Yu-Untalan and Mallari were both speakers during the just-concluded forum dubbed as Japanese in Davao: Past and Present held last October 2, 2018.
Forums like this allow Dabawenyos to get in touch with their past and better appreciate their history.
When it comes to history books and classes in schools, we never had a class that only focuses on the history of its community. Hence, forums like this are a big help to the students and the locals too.
The history of the local community has a lot to tell and it is commendable that some in the academe sector and research community are doing their part to make sure that the history of the place is heard and read.
It is by telling different stories of the past to the current generation that will allow them to better understand what is happening now. It will also allow them to critically think and properly form analysis on certain issues.
However, holding forums is not enough. The Department of Education, Commission on Higher Education, and the academe sector must come together to formally create and develop history books and modules that are centered on a specific region, province, or city.
They won't have to worry if students will be interested in it or not. They will be interested in it because it is about them and their community. The history of the community is the story of the people living in it. There is an interest in that.
It is a lot of work but by making history classes more localized it will help build pride among those who live in those regions or provinces. At the same time, it will allow them to better appreciate their roots.