by Mariel Lagman Tay-eo, Pinky Baysic Pascaden, and Genevieve Balance Kupang (editor), Baguio City, Philippines
The month of October is celebrated as Indigenous Peoples Month. This observance is spearheaded by various government agencies, including the National Commission on Indigenous Peoples (NCIP), National Commission for Culture and the Arts (NCCA), Commission on Human Rights (CHR), and the Commission on Higher Education (CHED). Additionally, the Church, specifically the Episcopal Commission on Indigenous Peoples (ECIP), and the private sectors like the Baguio Central University (BCU) also play a role in the celebration.
This year’s theme, “Pagpapayaman ng Pamanang Kultural at Katutubong Yaman Tungo sa Mas Maliwanag na Kinabukasan para sa Bagong Pilipinas,” emphasizes the enrichment of cultural heritage and indigenous wealth toward a brighter future for the new Philippines. It reflects the importance of preserving and promoting the cultural and natural heritage of indigenous communities for the nation’s development and progress.
For the BCU’s Graduate School, the commemoration was through an enlightening seminar titled “Empowering Filipino Education: Strategies for Indigenizing Lessons.” This was held on September 30, 2023, at the Senior High School Building, Magsaysay Campus. Dr. Roben S. Jaco, an esteemed Assistant Professor III from Benguet State University was the invited resource speaker.
This seminar delved into the pressing matter of indigenizing lessons within the Filipino education system. Dr. Jaco delivered an illuminating and captivating presentation that left a lasting impact on the attendees.
Indigenization of lessons is advocated by experts like Dr. Jaco for several significant reasons, primarily to promote cultural preservation, educational relevance, and community empowerment. The idea behind this effort is to recognize and address the unique needs and aspirations of indigenous communities within the education system. Here are some key reasons:
Cultural Preservation
Indigenous communities have rich cultural traditions, languages, spirituality, practices, and knowledge systems that are often at risk of being lost or marginalized. Indigenization ensures that these valuable cultural elements are integrated into the curriculum, helping to preserve them for future generations.
Relevance
Traditional educational materials and methods may not always resonate with indigenous learners. By incorporating indigenous skills, perspectives, values, and traditional knowledge into lessons, education becomes more meaningful and relevant to the students’ lived experiences.
Empowerment
Indigenization empowers indigenous communities by allowing them to have greater control over their own education. It recognizes the importance of local knowledge and community-driven approaches to learning, which can lead to increased self-determination and pride among indigenous peoples.
Improved Learning Outcomes
Research suggests that students tend to perform better academically when their cultural backgrounds are acknowledged and integrated into the curriculum. Indigenization can lead to improved learning outcomes by making education more accessible and engaging for indigenous learners.
Social Justice
Indigenization is seen as a form of social justice, addressing historical injustices and inequalities in education. It seeks to redress the balance by providing indigenous students with equitable opportunities and culturally sensitive education.
Sustainable Development
Many indigenous communities have unique knowledge related to environmental sustainability and traditional practices. Indigenization can help promote sustainable development by integrating these ecological insights into the educational framework.
Global Perspective
In an increasingly interconnected world, indigenization also helps non-indigenous students gain a broader understanding of diverse cultures and perspectives, fostering a more inclusive and empathetic society.
During the event, Dr. Michael Sebullen, an esteemed instructor at BCU, extended a heartfelt welcome to all participants and expressed his unwavering commitment to the promotion of inclusive and culturally relevant education. In his compelling address, he underscored the significance of indigenizing lessons as a powerful tool for safeguarding indigenous wisdom, addressing historical inequities, and nurturing a more equitable educational system.
Dr. Roben S. Jaco’s presentation delved deep into the strategies and methodologies essential for the effective indigenization of lessons. He emphasized the notion as quoted, “We are the masters of our classroom,” underlining the importance of integrating indigenous perspectives, values, and traditions into the curriculum. By doing so, education becomes more pertinent to students from various backgrounds, including indigenous communities.
Master of Arts in Elementary Education (MAEE) students enthusiastically engage in the captivating activities organized by Dr. Jaco.
Furthermore, Dr. Jaco stressed the significance of community engagement and collaboration with indigenous populations when shaping educational approaches. He emphasized the need to honor indigenous values, including a profound connection to the land and a focus on holistic well-being, within the educational process. He further emphasized the legal bases in the indigenization and localization of Filipino lessons in the elementary and to quote his words “It seeks to foster a deeper understanding and appreciation of our national identity and heritage while also promoting inclusivity and respect for diversity. By infusing local perspectives and experiences into the lessons, we can empower students to connect with their roots and contribute to the preservation and enrichment of our unique Filipino identity.”
The seminar served as a valuable platform for meaningful discussions, where participants openly shared their insights and experiences in implementing the indigenization of lessons within their unique educational contexts. This event stands as a testament to the increasing recognition of the vital role this transformative approach plays in education.
Dr. Michael Sebullen and Dr. Roben Jaco, from L-R, during the giving of certificate and token to the resource speaker.
The seminar on “Empowering Filipino Education: Strategies for Indigenizing Lessons” was a resounding success, shedding light on the critical role of indigenization in shaping a more inclusive and culturally relevant education system in the Philippines. The event served as an inspiration to educators reaffirming their commitment to preserving indigenous knowledge and promoting equity in education.
Overall, the idea behind the indigenization of lessons is to create a more inclusive, culturally sensitive, and equitable education system that respects and celebrates the diversity and knowledge of indigenous peoples. It aims to ensure that education not only imparts knowledge and skills but also fosters a sense of identity, pride, and empowerment among indigenous learners.
Photo credits: Dr. Michael Sebullen
About the Authors and Editor:
Mariel Lagman Tay-eo holds a Bachelor of Elementary Education degree and is currently dedicated to her pursuit of a Master of Arts in Elementary Education. Her educational philosophy is rooted in essentialism, emphasizing the holistic development of learners’ character and the cultivation of disciplined minds. She is passionate about equipping students with the knowledge and skills that will serve them well in their future endeavors.
Pinky Baysic Pascaden is a devoted and enthusiastic educator, deeply committed to molding the minds of tomorrow’s leaders. Her educational journey comprises a Bachelor’s degree in Education with a specialization in Social Studies, as well as a Bachelor’s in Elementary Education Generalist. Currently, she is furthering her education by pursuing a Master’s in Elementary Education at Baguio Central School.
Genevieve Balance Kupang is a Leadership Team Member for the Exceptional Woman of Peace Award at Pathways to Peace, a UN Peace Messenger Organization. She is the Dean of the Graduate School at Baguio Central University, Philippines. She Chairs the Special Interest Groups while concurrently serving as the Peace Education Coordinator of the World Council for Curriculum and Instruction.
