00000ctm a22000003a 4500 UP-8027390931314002552 Buklod 20260218115405.0 m |o d | ta 171109s2017 xx d r |||| u| (iLib)UPVIS-00050729951 upv-gl LG 994 2017 E3 J38 Java, Almar Textbook as constructs of imagined communities facets of Filipino identity in K-12 araling panlipunan textbooks Almar J. Java. Iloilo City University of the Philippines Visayas 2017. 90 leaves Special Problem (M.Ed-Social Studies) -- Iloilo City : University of the Philippines Visayas, June 2017. This descriptive study aimed to examine the representations of the facets of Filipino identity in the elementary K-12 Araling Panlipunan Textbooks in the Philippines. Specifically, this study sought to identify the different facets of Filipino identity presented in the Elementary K-12 Araling Panlipunan Textbooks; compare the different representations of these facets of Filipino identity in textbooks; and analyze the facets of Filipino identity in relation to the themes of the Araling Panlipunan curriculum. Both quantitative and qualitative approaches in content analysis were utilized in this study. Findings of the study revealed that (a) there are ten facets of Filipino identity in four Araling Panlipunan textbooks. Only four facets were presented in grade one textbook with greater emphasis on the values and beliefs. All facets of Filipino identity were found in grade two textbook and values and beliefs are still the concentration of the topics. Historical places are remarkably higher in grade three textbook but little inclusions of Filipino crafts and foodsNational symbols and cultural icons were identified highest in grade four, while historical events and festivals were the lowest ; (b) the representations of the facets of Filipino identity vary in each grade level. Every grade level displays the highest representations of the facets of Filipino identity depending on the main focus of theme of the curriculum ; and (c) the analyzed results revealed that the facets of National symbols and cultural icons were identified highest in grade four, while historical events and festivals were the lowest ; (b) the representations of the facets of Filipino identity vary in each grade level. Every grade level displays the highest representations of the facets of Filipino identity depending on the main focus of theme of the curriculum ; and (c) the analyzed results revealed that the facets of .Filipino identity per grade level in four Araling Panlipunan textbooks were greatly affected by the themes or topics found in theK-12 Araling Panlipunan textbooks in the Philippines correspond to the themes of spiral progression curriculum. These facets are generally evident in the content of textbooks.. Therefore, " imagined filipino communities" are constructed on the basis of the facets of Filipino identity reflected in the content of the Araling Panlipunan textbooks. Social studies Study and teaching (Secondary) Philippines. UPVIS UPV-GL LG 994 2017 E3 J38 UPVIS UPV-ML LG 994 2017 E3 J38 Thesis