There are 10.4 million Filipino/a migrant workers worldwide, with the large majority of Filipina migrants working in traditional gendered labor such as domestic work, care giving, nursing, teaching, and factory work (Ruiz, 2013). Because of the private nature of household work, Filipina migrants are vulnerable to mental and physical abuses from their employers in addition to labor exploitation. While researchers recognize migrants’ agency and acknowledge migrants as political and social actors, few studies connect Filipina migrant workers’ activist identities to the political education they receive from grassroots organizations in the Philippines, United States, and other countries. Consequently, the purpose of this qualitative study is to research the roles that political education, critical pedagogies, and community organizing play in developing a social justice mindset among Filipina migrants who are members of the Filipino Migrant Center (FMC), Long Beach in Southern California. FMC engages in organizing low-income members of the Filipino community around issues and concerns affecting them, provides services, and conducts research and educational work. This study investigates the experiences of six Filipina migrant workers and three staff members involved with the FMC in order to examine the issues that Filipina migrants face, and the ways in which political education and the practice of activism developed their sense of empowerment and ability to transform the negative conditions of their lives. The study links FilCrit pedagogy, transnational feminism, and social movements as theoretical sites that can teach us how Filipina migrant workers engage in learning the socio-historical and political dimensions of their lives, and how to take action against social injustice.
","abstract_html":"<p><strong>There are 10.4 million Filipino/a migrant workers worldwide, with the large majority of Filipina migrants working in traditional gendered labor such as domestic work, care giving, nursing, teaching, and factory work (Ruiz, 2013). Because of the private nature of household work, Filipina migrants are vulnerable to mental and physical abuses from their employers in addition to labor exploitation. While researchers recognize migrants’ agency and acknowledge migrants as political and social actors, few studies connect Filipina migrant workers’ activist identities to the political education they receive from grassroots organizations in the Philippines, United States, and other countries. Consequently, the purpose of this qualitative study is to research the roles that political education, critical pedagogies, and community organizing play in developing a social justice mindset among Filipina migrants who are members of the Filipino Migrant Center (FMC), Long Beach in Southern California. FMC engages in organizing low-income members of the Filipino community around issues and concerns affecting them, provides services, and conducts research and educational work. This study investigates the experiences of six Filipina migrant workers and three staff members involved with the FMC in order to examine the issues that Filipina migrants face, and the ways in which political education and the practice of activism developed their sense of empowerment and ability to transform the negative conditions of their lives. The study links FilCrit pedagogy, transnational feminism, and social movements as theoretical sites that can teach us how Filipina migrant workers engage in learning the socio-historical and political dimensions of their lives, and how to take action against social injustice.</strong></p>","abstract_has_math":false,"creators":["Tomaneng, Rowena Magdalena"],"institution":null,"degree_name":"Doctor of Education (Ed.D.)","degree_level":"Dissertation","degree_discipline":"International and Multicultural Education","degree_department":null,"school":null,"contributors":["Shabnam Koirala-Azad","Emma Fuentes","Lois Lorentzen"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-01-01T08:00:00Z","date_published":"2017-01-01T08:00:00Z","updated_at":"2026-07-24T05:44:00Z","subjects":["critical pedagogy","Filipina migrants","globalization","human rights","social movement theory","transnational feminism","Education","Educational Methods","Women's Studies"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/diss/334","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Shabnam Koirala-Azad","Emma Fuentes","Lois Lorentzen"]},{"key":"dc:creator","label":"Author","values":["Tomaneng, Rowena Magdalena"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2017-07-18T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International and Multicultural Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Education (Ed.D.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["critical pedagogy","Filipina migrants","globalization","human rights","social movement theory","transnational feminism","Education","Educational Methods","Women's Studies"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/diss/334"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["There are 10.4 million Filipino/a migrant workers worldwide, with the large majority of Filipina migrants working in traditional gendered labor such as domestic work, care giving, nursing, teaching, and factory work (Ruiz, 2013). Because of the private nature of household work, Filipina migrants are vulnerable to mental and physical abuses from their employers in addition to labor exploitation. While researchers recognize migrants’ agency and acknowledge migrants as political and social actors, few studies connect Filipina migrant workers’ activist identities to the political education they receive from grassroots organizations in the Philippines, United States, and other countries. Consequently, the purpose of this qualitative study is to research the roles that political education, critical pedagogies, and community organizing play in developing a social justice mindset among Filipina migrants who are members of the Filipino Migrant Center (FMC), Long Beach in Southern California. FMC engages in organizing low-income members of the Filipino community around issues and concerns affecting them, provides services, and conducts research and educational work. This study investigates the experiences of six Filipina migrant workers and three staff members involved with the FMC in order to examine the issues that Filipina migrants face, and the ways in which political education and the practice of activism developed their sense of empowerment and ability to transform the negative conditions of their lives. The study links FilCrit pedagogy, transnational feminism, and social movements as theoretical sites that can teach us how Filipina migrant workers engage in learning the socio-historical and political dimensions of their lives, and how to take action against social injustice.
"]},{"key":"dc:title","label":"Title","values":["The Educational Dimensions of Filipina Migrant Workers’ Activist Identities"]}]}],"canonical_facts":{"dc:contributor":["Shabnam Koirala-Azad","Emma Fuentes","Lois Lorentzen"],"dc:creator":["Tomaneng, Rowena Magdalena"],"dc:date.available":["2017-07-18T07:00:00Z"],"dc:description.abstract":["There are 10.4 million Filipino/a migrant workers worldwide, with the large majority of Filipina migrants working in traditional gendered labor such as domestic work, care giving, nursing, teaching, and factory work (Ruiz, 2013). Because of the private nature of household work, Filipina migrants are vulnerable to mental and physical abuses from their employers in addition to labor exploitation. While researchers recognize migrants’ agency and acknowledge migrants as political and social actors, few studies connect Filipina migrant workers’ activist identities to the political education they receive from grassroots organizations in the Philippines, United States, and other countries. Consequently, the purpose of this qualitative study is to research the roles that political education, critical pedagogies, and community organizing play in developing a social justice mindset among Filipina migrants who are members of the Filipino Migrant Center (FMC), Long Beach in Southern California. FMC engages in organizing low-income members of the Filipino community around issues and concerns affecting them, provides services, and conducts research and educational work. This study investigates the experiences of six Filipina migrant workers and three staff members involved with the FMC in order to examine the issues that Filipina migrants face, and the ways in which political education and the practice of activism developed their sense of empowerment and ability to transform the negative conditions of their lives. The study links FilCrit pedagogy, transnational feminism, and social movements as theoretical sites that can teach us how Filipina migrant workers engage in learning the socio-historical and political dimensions of their lives, and how to take action against social injustice.
"],"dc:identifier":["https://repository.usfca.edu/diss/334"],"dc:subject":["critical pedagogy","Filipina migrants","globalization","human rights","social movement theory","transnational feminism","Education","Educational Methods","Women's Studies"],"dc:title":["The Educational Dimensions of Filipina Migrant Workers’ Activist Identities"],"thesis:degree_discipline":["International and Multicultural Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Education (Ed.D.)"]},"updated_at":"2026-07-24T05:44:00Z"}