Among the problems faced by the indigenous peoples (IPs) in the Philippines in the education sector include disparity between the non-IPs and IPs as well as discrimination in the education system as surfaced by the Episcopal Commission on Indigenous Peoples (2008). The country introduced changes in the educational system which recognizes the plights of the IPs (RA 8371, RA 10533, DO No. 32 s. 2015). It is believed that a culturally-based education for indigenous peoples is vital to their success in schooling.
With the use of quantitative and qualitative methods, this study was conducted to surface the indigenization practices and the factors influencing teachers whether to indigenize or not. Using complete enumeration, 82 mathematics teachers in Ifugao, a mountainous province largely inhabited by IPs participated. 14 were interviewed and their instructional materials were reviewed. Results show that the respondents have high regard for the aims of mathematics learning and its indigenization. They are moderately confident using indigenized instruction, are moderately supported and have rarely collaborated with peers in their indigenization efforts. Attendance in trainings has significant influence on the level of practice on curriculum indigenization. Those who indigenize the curriculum have significantly higher levels of confidence to deliver indigenized instruction, and have received greater support from the school and community. It is then posited that teachers who could gain confidence in teaching through an indigenized instruction because of appropriate professional development and receive other forms of institutional support from the school and community could champion a culture-based education.
Desiree Gume Nangpuhan, Ifugao State University, Philippines