Organization
Ifugao State University (IFSU) Ifugao Rice Terraces as Globally Important Agricultural Heritage System Research and Development Center
Best Practice Focus Area/s
Strategy, Citizens / Customers
Year Implemented
July 2019-Present
This is a GBPR entry
Summary
In recent years, indigenous peoples in the Philippines have experienced discrimination in textbooks produced by the Department of Education. In particular, Ifugao youth are losing interest in continuing their cultures and traditions. So, through the collaboration of Ifugao State University (IFSU) with many local and international organizations, they initiated a program around creating learning materials for junior and senior high schools in Ifugao.
Background and Problem
In recent years, indigenous peoples in the Philippines have experienced discrimination in textbooks produced by the Department of Education. Specifically, there have been textbooks that depict indigenous people as backward, uncivilized, and uneducated. These types of content contribute to the long history of discrimination against indigenous peoples, not just in the Philippines but even across the globe.
Notably, research has also shown that the Ifugao youth, in particular, are losing interest in continuing their cultures and traditions, and this discrimination is just one of many factors contributing to this. It has been evident that most young Ifugaos prefer to move out from their communities and find work elsewhere. This exodus of young Ifugaos contributes to the degradation of the Ifugao heritage.
Solution and Impact
Through the collaboration of Ifugao State Universityhttps (IFSU), Department of Education-Ifugao (DepEd-Ifugao), Save the Ifugao Terraces Movement (SITMo), Gohang National High School in Banaue, Knowledge Holders under the Ifugao Indigenous Educators Training Program, the Center for Taiwan-Philippines Indigenous Knowledge and Local Knowledge and Sustainable Studies (CTPILS), a program was created.
One of the program’s components was about creating learning materials. So far, the program has developed and produced at least 40 contextualized indigenous learning materials for junior and senior high schools in Ifugao. These learning materials were locally developed and carefully crafted to contain appropriate content for Ifugao schools. In particular, the contextualized materials contain a range of learning topics; Ifugao biodiversity, rice terraces, music and dances, gender roles, and heritage sites.
These were also validated on different levels by indigenous knowledge holders, education supervisors, and curriculum experts, and they were also quality assured by the DepEd Ifugao. Notably, research has shown that contextualized indigenous learning materials are considered one of the more important platforms in promoting and conserving the rich indigenous knowledge, systems, and practices (IKSP) among school children.
As of writing, twelve of the contextualized learning materials are in the process of copyright with the National Library of the Philippines. Moreover, these materials are being used by teachers in delivering their “Alternative Delivery Mode” to introduce IKSP among the students. As per Senate Bill No.3220, alternative delivery mode refers to the nontraditional education program recognized by the DepED, which applies a flexible learning philosophy and a curricular delivery program that includes non-formal and informal sources of knowledge and skills.
Milestones
- Development and Production of 40 Contextualized Learning Materials on:
- Ifugao biodiversity
- Music and dances
- Ifugao values
- Gender roles
- Heritage sites
- Ifugao traditions and practices
- Copyright of 12 Contextualized Learning Materials
- Upcoming 20 additional IKSP Learning Materials
- Continuing copyright of the learning materials
- Sharing of these learnings