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In June 2012, the Philippine government implemented what it called the K+12 Curriculum which reformed its basic education system by adding two more years of schooling to the then existing 10-year structure. Complicated by the long experience and participation of the Filipinos in the diaspora, the constantly lingering thought of leaving for greener pastures, and economic insecurities, the ‘K+12’ not only marks a policy and structural change but also a discursive shift in so far as the imagination of the Filipino's place within the nation and the world are concerned. This article explores (1) how the politics and economics of the state shape Philippine education in the context of the diaspora; (2) the transformations of the notion of Filipino citizenship brought about by the maneuvering of the state; and (3) who the new educated Filipino citizen is in the age of mass migration as constructed by the state through the curriculum.

(Re)defining the Filipino: Notions of Citizenship in the New K+12 Curriculum