Towards Liberating Education (original) (raw)
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Diversitas Journal, 2024
This study explores the Indigenous Peoples Education (IPEd) Program in Santol, La Union, Philippines, aiming to understand its intricacies, successes, challenges, and areas for improvement. Recognizing education's vital role in societal development, human rights, global sustainability, and empowerment of marginalized communities, the research addresses persistent challenges faced b y indigenous populations despite strong legislative frameworks in the Philippines and global initiatives l ike Education for All (EFA).Empl oying a mixed-methods research design, the study integrates quantitative and qualitative approaches. Data col l ection involves surveys, documentary analysis, focus group discussions (FGDs), and interviews with teachers, pupils, parents, and Indigenous Peoples (IP) elders, primarily from the Kankanaey minority group. Indigenous Peoples Mandatory Representatives (IPMRs) and IP education specialists participate as advisors, ensuring cultural relevance and accuracy. Data analysis employs descriptive statistics and thematic analysis, with instrument validity and rel iability ensured through expert reviews and pilot testing. Ethical considerations, including Free and Prior Informed Consent (FPIC), confidentiality, and participant rights, are rigorously maintained.The findings aim to enhance educational policies and practices, aligning them with the evol ving gl obal and national educational l andscape. By providing a comprehensive understanding of the IPEd Program's implementation, the study aspires to foster effective educational interventions that resonate with the unique cultural context of Indigenouscommunities. It advocates for a hol istic approach to education, ensuring inclusive and quality education for all, especially for marginalized indigenous popul ations.
The Implementation of Indigenous Peoples Education (IPED) Program: Towards A Proposed Plan of Action
Asia Pacific Journal of Advanced Education and Technology, 2022
The primary objective of this study is to evaluate the implementation of the Indigenous Peoples Education (IPEd) program in the Division of Tarlac Province. Standard questionnaires were used as the primary data gathering tool in this evaluation research method, supplemented by unstructured interviews and documentary analysis. The participants of the study were the teachers and school heads of IPEd Implementing Schools at the elementary level of the Division of Tarlac Province. The researcher applied different research instruments in the study, such as survey-questionnaires backed-up by unstructured interviews to provide some clarification and verify the data collected in the questionnaire. During the interview, more questions were asked to confirm and explain the responses of the participants to the questionnaire. Three (3) experts checked and validated the survey questionnaire used in data gathering: One Education Program Supervisor for Inclusive Education and two Public Schools District Supervisors. It was found in the study that: (1) Most implementing schools have adequate Learning Materials (LMS). In some schools Learning Materials are not sufficient and, in some learning areas, Learning Materials are unavailable. (2) The school screening committee should consult IP customary elders or leaders where the school is situated to verify and better assess the application. However, this is not given considerable attention since a certification from NCIP is already acceptable. (3) Majority of the IPEd teachers obtained training by the Division of Tarlac Province. But training to familiarize with indigenous language and culture are inadequate. It was recommended that: (1) Continuous consultation with Division Inclusive Education Program Supervisor, NCIP, and Community elders to strengthen the existing implementation of IPEd program. (2) During the screening process or interview, the IP elders or leaders may be part of the screening committee to verify that the aspirant IPEd teachers fully understand their culture and practices and measure their effective communication skills. (3) Provide training for teacher to incorporate their methods of teaching with the dominant language in the community. Customary Elders and IP leaders may seek their knowledge and skills by inviting them to be resource people at school-based or districtwide training.
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Indigenous Education for the Orang Asli: Legal Perspectives and Best Practices
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This study reviews legal instruments relevant to the rights of indigenous peoples to education, the indigenous education system in Malaysia, as well as their rights and practices in other jurisdictions. The review shows that the indigenous peoples in Malaysia face many challenges and issues while exercising their rights to education. Among the problems faced by indigenous peoples in Malaysia include the lack of access to trained teachers, inadequate funding, and a lack of knowledge among teachers, in terms of indigenous culture and tradition, which seemingly play no role in shaping the education system in Malaysia. Evidence of these problems can be seen in terms of the opportunities provided to indigenous peoples to participate in decision-making, curriculum design, teachers' selection, and teaching methods that respect indigenous cultures and traditions. This is not compatible with the international law standards and some states' best practices that recognize indigenous peo...
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This article aimed to investigate the unheard sentiments among Mamanwa learners in mainstream education to create a suitable educational policy for indigenous learners in the Philippines. The study utilized purposive (nonprobability) sampling comprising fifteen participants residing in Panaon Area, Southern Leyte, Philippines. Since the study involved the indigenous people community, free prior informed consent (FPIC) was secured from authorities. This study focused on the lived experiences of Mamanwa learners, particularly the barriers, challenges, and coping mechanisms for handling the struggles they faced in mainstream education. A face-to-face semi-structured interview was employed to gather meaningful responses analyzed through Colaizzi's strategy. The findings revealed that the Mamanwa learners' social isolation, the inadequacy of learning materials, lack of access to educational services, and limited support resources and educational funds from the government have contributed to their ongoing challenge to completion in mainstream education. These factors have all affected their personal and social well-being. Conclusively, despite the barriers and challenges, however, the Mamanwa learners are becoming resilient and diversely unique individuals who need to be understood, accepted, and embraced just like any other member of society. Furthermore, the fueling mechanisms of every indigenous group to cross mainstream education are in the hopes of building growth, promoting connections through intense exposure in the community, and as individuals of disadvantaged groups with a social change mindset aimed to improve their social status.
Indigenous Knowledge-Based Education in Sanggar Alam (Salam) Yogyakarta, Indonesia
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This study explored the practices of indigenous knowledge-based education. This issue is important to examine because the effects of liberalization and globalization have changed the policy framework of the education sector. This study used qualitative methods with a case study approach. Snowball sampling was used to recruit participants, and data were collected through interviews, observations, and document analysis to understand the educational practices at Sanggar Alam (Salam) Yogyakarta, Indonesia. Salam was an ideal object of research because it has an unusual model of education, on an environmental and cultural basis. Data were interpretated based on the approach of Creswell in order to capture the natural setting. The method of Yin (2003) was applied to verify the data validity. The results of this study indicated that: 1) Salam has an unusual learning model which refers to the education principle initiated by Ki Hadjar Dewantara, that education is to liberate; this is reflec...