Roles of Indigenous Peoples Leaders in the Indigenization of Education: Basis for an Indigenous Peoples Education

RELIGION AND SOCIAL COMMUNICATION VOLUME 22, NO. 1 (2024)

ISSN 1686-9184

Author

Marisa Basiwal- Ao-wat and Carmelita Tovera-Ayang-ang

Abstract

This basic qualitative study delves into the pivotal role of Indigenous Peoples (IP) leaders in the indigenization of the curriculum, acting as the cornerstone for the development of an Indigenous Peoples Education Program. The study investigates the multifaceted responsibilities undertaken by IP leaders, assuming roles such as translators, facilitators/ resource persons, coordinators, and narrators in the intricate process of curriculum development. Addi-tionally, the research scrutinizes the various issues and challenges that these leaders encounter in fulfilling their crucial roles. Key challenges identified include a lack of awareness regarding their rights as integral members of the indigenous community, insufficient educational and training opportunities, limited access to pertinent sources for IPs, and a deficiency in knowledge, skills, and representation within the Department of Education (DepEd). These challenges underscore systemic barriers that impede the effective participation of IP leaders in the indigenization of the curriculum. In response to these findings, the study advocates for the implementation of a comprehensive Indigenous Peoples Education Program. This pro-posed program aims to address the identified challen-ges by focusing on providing education and training for IP leaders, raising awareness about their rights, and advocating for their active representation within the educational system. It is anticipated that the implemen-tation of the recommended IP Education Program will contribute to a more inclusive, culturally sensitive, and representative curriculum that aligns with the diverse perspectives of Indigenous Peoples, fostering a harmo-nious coexistence between traditional knowledge and mainstream education.

Keywords

Indigenous Peoples, indigenization, contextualization, IP education

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DOI: https://doi.org/10.62461/MBCT091523

Submitted: 8.20.2023; Accepted: 9.15.2023; Published: 1.31.2024