Culturally Responsive Curriculum: A Case Study of IP School in the Philippines

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Mark Gill Mateo Mercado

Abstract

          This study explored the practices and delivery of culturally responsive curriculum at Pagsangjan Primary School, a learning institution offering Indigenous Peoples (IP) education in Gabaldon, Nueva Ecija, Philippines. Research questions identified were (a) How do teachers design and implement learning activities that are culturally responsive?; (b) What are the intervening factors that influence planning and delivery of instruction?; and (c) How do teachers assess learners in terms of understanding concepts and integration of indigenous knowledge systems and practices (IKSP)? Results have shown that, in designing and implementation of culturally responsive learning activities, teachers have anchored content and competencies in the ancestral domain and cultural practices of students. Teachers’ understanding of cultural practices, however, is limited to superficial knowledge. As a result, tribal elders are usually asked to teach students about cultural practices. Indigenous language is also highlighted and revitalized in the process of education. The lack of written material, however, is a hindrance for teachers to preserve and effectively transmit the language.


Keywords: Indigenous People, Indigenous Education, IP Curriculum, Culturally Responsive Curriculum

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Section
Research Articles

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How to Cite
MERCADO, Mark Gill Mateo. Culturally Responsive Curriculum: A Case Study of IP School in the Philippines. Journal of Community Development Research (Humanities and Social Sciences), [S.l.], v. 14, n. 3, p. 1-9, june 2021. ISSN 2985-0231. Available at: <https://www.journal.nu.ac.th/JCDR/article/view/Vol-14-No-3-2021-1-9>. Date accessed: 29 mar. 2024. doi: https://doi.org/10.14456/jcdr-hs.2021.21.