2022 IJRSE – Volume 11 Issue 3
Available Online: 13 February 2022
Department of Education, Tagum City, Philippines (Ariel.email@example.com)
University of Mindanao, Tagum, Philippines (firstname.lastname@example.org)
This study aimed to analyze selected Kagan poems; understand their poem preservation and hopes about their literature, culture and the tribe. The qualitative design using archetypal criticism and phenomenological approaches were employed. Corpora were downloaded from credible resource in the internet and with cultural significance of 14 Kagan tribesmen from Tagum City, Davao del Norte. Results shown in archetypal analysis symbols were: sweetheart, heart, marriage, work, lover, past days, strength of my body, life, world, feast, days and nights, trouble, death, healing, snake, secret, handkerchief, tigers, lions and elephant, cliff, wild chicken, kingfisher and hawk, old woman, old man, oldest boy, water, ring, nice clothes, yellow, tomb, celebration, seventh mountain, river of Jordan, God, horses with wings, golden palace, mosque, gold, old couple and child. For Second research question, emerged themes were: use poems as lullaby, teach poems to the youth, let children repeatedly recite the poems and showcase the poems in social gatherings and special occasions. Last research question elicited themes were: poems and literature be preserved, literature be handed down from one generation to another generation, continuously educate the youth about Kagan literature and practices, use modern technology as archive of Kagan literature, Kagan’s cultural identity as tribe be reflected in poems and Kagan literature and cultural practices be appreciated. Hence, archetypal features from the corpora provided that these were culturally significant and universally accepted.
Keywords: teaching English, literary poetic tradition, archetypal analysis, Kagan poems, Philippines
Cite this article:
Sultio, A., & Gomez, D. (2022). Literary poetic tradition: An archetypal analysis of selected Kagan poems. International Journal of Research Studies in Education, 11(3), 273-326. https://doi.org/10.5861/ijrse.2022.158