COMMUNITY INVOLVEMENT
IN INDIGENOUS EDUCATION
Group
1
Community involvement in indigenous
education is crucial for creating an
equitable, culturally relevant system
that empowers Indigenous students and
communities, respecting their
knowledge and addressing historical
injustices.
The Philippine is home to
around on
• 110 indigenous While varying in
peoples communities
ways of life and
• Approx. 15 to 20
million in population cultural heritage,
• More than 60% in they share similar
Mindanao experiences of
• 30% in Luzon discrimination and
• 10% in Visayas marginalization.
In 1997
Philippine government passed
the Indigenous People’s
Right’s Act or Republic Act
8371 that recognizes and
protects the rights of
Indigenous communities. Its
effective implementation,
however, is still to be seen and
asserted by indigenous
The various forms of interventions done by IPAs
and religious congregations were any or a
1980s combination of the ff:
• Teaching basic literacy- numeracy to children
and adults based on mainstream approaches,
methods and content.(BASIC LITERACY)
• Provision of adult- based training based on
mainstream approaches and content.
(LIVELIHOOD EDUCATION)
• Provision of school supplies, scholarships,
tutorials(SUPPORT TO ENTER SCHOOL)
• Provision of infrastructure, personnel (usually
lowlander), curriculum evaluation tools, books
and school calendar based on mainstream
education system (SCHOOL BUILDINGS)
IP EXPERIENCES IN
EDUCATION
• School as a venue of
discrimination
-prejudice
-Financial inadequacy
-Comprehension
difficulties
• Adjustment
difficulties
Impact on Mainstream
School System
• Alienation of Indigenous youth from their own
communities, heritage, culture and history.
• Misuse and abuse of cultural practices, and dying
indigenous knowledge systems and practices (IKSPS).
• Graduates or schooled youth leaving the community or
abusing the ancestral domain.
• Continued marginalization of communities.
• Dying spirit of tribe.
Own
System
1. The community decides on their school’s
overall direction, management concerns and
key content that should be part of the
curriculum.
2. While financial resources usually came from
benefactors and/or funding agencies, the
community participates in the setting-up for
the construction of school facilities like labor,
food, construction materials.
3. Local materials are used in setting up the
facilities, like grass for roofing, etc.
4. The architecture of the school building is
patterned after the indigenous architecture in
the community.
5. The management of the school includes the local organization of
the tribe or community.
6. Community disciplinary procedures are used in maintaining
discipline among the students.
7. Indigenous teachers are prioritized in selecting teachers.
8. The curriculum design is based on the flow of community life in
such a way that topics are discussed in direct relation to
community activity cycles.
9. Some communities modify the school calendar (without
decreasing the required number of school days) to take into
consideration local climate patterns, thus avoiding absences due
to rains, flooded rivers, etc.
10. Indigenous materials are used as teaching aids as appropriate.
11. Indigenous teaching and learning methods are incorporated as
Teaching and Learning
Processes
• Revealed knowledge
(dreams, etc), ancestral
domain, and elders as
teachers.
• Tribal language
• Community teaching-
learning processes
complimented by
mainstream ones.
Teaching-learning Strategies
Among tribes, there are
some common teaching-
learning strategies such
as demonstration, actual
activity, apprenticeship
(for specialized roles like
healers and shamans),
and direct instruction.
Role of Community and
Elders in Indigenous
Education
Indigenous education requires community
and elder involvement for a culturally
relevant, empowering and successful
learning experience. Recognizing their
unique knowledge and perspective can foster
a future where Indigenous students thrive.
Elders social participation and contribution in
intergenerational relationships benefit not only
themselves but also youth, families, and society
(Raymond et al. 2008). Defined as the
involvement of a person in activities providing
interaction with others in society or in the
community, social participation is an important
determinant of health and active aging (World
Health Organization [WHO] 2001).
Method
s
The six-step method designed by Arksey and O’Malley (2005)
was used, combined with an approach centered around
principles of research with Indigestion People (Viscogliosi et
al. (2017a; Assembly of First Nations of Quebec and
Labrador [AFNQL] 2014). The scoping review was conducted
in partnership with Indigenous communities and an advisory
committee composed of knowledge users (Indigenous
Organizations and Organizations working with Indigenous
people, community and public sector partners in health and
social services, research partners, and decision-makers).
The Role of Elders in Conflict
Resolution
Elders serve as mediators in resolving
conflicts, employing wisdom and
experience to navigate disputes. Their
authority fosters a sense of trust, enabling
community members to approach them for
guidance during challenges.
Elders Utilize Various
Strategies in Conflict
1. Mediating Disputes: Elders listen impartially
to all parties involved, ensuring that everyone’s
voice is heard.
2. Promoting Peace: Their influence often
encourages peaceful interaction, reducing the
like hood of escalation.
3. Traditional Justice Systems: Elders may utilize
established customs and practices to guide
outcomes, ensuring justice that resonates with
Challenges Faced by Elders in
Society
Elders in society often encounter a myriad of challenges
that can impede their well-being and social participation.
These obstacles undermine their significant role within the
community, affecting both their autonomy and influence.
• Social Isolation: Many elders experience loneliness,
particularly if they live alone or lack active social
networks. This isolation can lead to mental health issues.
• Health Concerns: Physical ailments and
chronic conditions are prevalent among
elders, often limiting their mobility and
participation in societal activities.
• Economic Strain: Limited financial
resources can restrict access to necessary
healthcare, social services, and activities
that promote engagement.
Participatory Approaches in
Curriculum Development
Participatory curriculum development
empowers stakeholders to contribute
expertise, fostering a more equitable
and effective education system that
prepares learners for success in a
rapidly changing world.
Participatory
Approach
• Students develop their English-speaking skill by
speaking english
• Students develop and practice using the English
language while having meaningful conversations that
are facilitated by the teachers
• Discussion topics are based on the concerns or issues
that are relevant to the students
• Originated from the ideas of Paulo Freire, a Brazilian
educator and philosopher, whose work had a large
• The goal of participatory approach is to provide
students with the language skills and confidence to
bring about positive change to their environment and
living conditions
PAULO
FREIRE
• Thanks to the support and encouragement of
his mother and educators in his life, he
would go on graduate from law school and
become a secondary school teacher, Harvard
professor and an author of many books
relating to pedagogy
• His ideas and pedagogy aimed to provide
oppressed and improverished individuals
with the language skills to advocate for
themselves
Principles of Participatory
Approach
• Students develop their language
skills by having group discussions
relating to topics that are relevant
to their lives
• Curriculum is not predetermined:
Teacher initiates the discussion and
listens to common themes in their
discussion in order to decide on
themes for future lessons
Strategies for Inclusive and
Culturally Responsive
Education
Inclusive education is a journey,
fostering welcoming, equitable, and
empowering learning environments for
all students, preparing them for a
globalized, interconnected world.
THANK YOU FOR LISTENING
