ABSTRACT
Because of its colonial history, the Philippine tertiary classroom has been anchored to Western paradigms but has begun the search for new ones. One of the sources of the new paradigms is Southeast Asia and one of the sites appropriate to this search is the literature classroom. The Philippine literature classroom brings together the elements of new knowledge, renewed connections, and cultural understanding. But the process is not easy because of historical vicissitudes and consequent obstacles such as the existing curriculum, unavailability of texts, lack of translated materials, and the issue of intercultural perception.
