Site Navigation

Detail Mentor Profile: TERESITA TUBIANOSA

The Transformative Learning Foundation


Teresita Tubianosa

University of British Columbia, Ph.D. 2000

Currently the Elementary School Principal and previously the Director of Curriculum and Teacher Professional Development at Gunma Kokusai Academy, an English Immersion School in Japan; principal researcher of the Singing English Project, Living Language Institute, Vancouver; research intern for the Society for the Advancement of Excellence in Education, Kelowna, Canada; research assistant at the University of British Columbia, Vancouver, BC, Canada; research and training officer at the Southeast Asian Ministers of Education Organization in Penang, Malaysia; trainer for the Teacher Formation Program (PRODED-ERP) at the Development Academy of the Philippines.


  • Ateneo de Manila University, Philippines. M.A.
  • National Teachers College, Philippines, M.A
  • Bicol University, Philippines, B.A.


Teresita lives in 

 Ota City in Japan.


SDGI Courses

LC 501 Intercultural Dimensions of Learning (3 credits)

Living in multiethnic and multilingual societies we have become aware of differences between belief systems, values, perceptions, worldviews, cultural practices and assumptions. We have learned to acknowledge and understand these differences. Creating spaces of togetherness across differences however, continues to present challenges.

This course focuses on interculturalism (1) as a critique of multiculturalism and (2) as a proposal to engage in more open dialogue and active negotiation of meaning across assumed cultural differences in community formation. The course participants will have an opportunity to acquaint themselves with the diverse and complex theoretical landscape of interculturalism. This entails working through issues of power relationships in society, colonial histories, racism and other forms of discrimination. By acquiring adequate theoretical tools, learners will be better equipped to reflect critically on their own cultural embeddedness and locate themselves ideologically on the map of interculturalism.
The course inquiry is rooted in the lived ‘intercultural’ experiences of learners that can be shared with the learning community in a variety of ways.



Publications/Presentations/Professional Projects

  • Taylor, A. & Tubianosa, T.S.R. (2001). Student Assessment Across Canada. Society for the Advancement of Excellence in Education, Kelowna, British Columbia.
  • Tubianosa, T.S.R., Sham, B., Ishak, A.K. & Remorin, P. (1993). SEA Secondary Students’ Awareness and Attitudes Toward Environmental Issues. SEAMEO-RECSAM Press, Penang, Malaysia.
  • Tubianosa, T.S.R. Needs Assessment. An unpublished research report. St. Mark’s College, Vancouver, British Columbia (2005).
  • Tubianosa, T.S.R.; Sweeney, F.; and Blond, A. (2002). An unpublished research report. Singing English Pilot Study. Living Language Institute Foundation, Vancouver, British Columbia, Canada.
  • Tubianosa, T.S.R. (2000). Teacher Conversations for Teacher Personal and Professional Growth. An unpublished doctoral dissertation. The University of British Columbia, Vancouver, B.C., Canada.