Cultural Interface in Action: A Case Study of Philippine Indigenous Educational Policy

Miole, Giselle Lugo, (2024). Cultural Interface in Action: A Case Study of Philippine Indigenous Educational Policy. IAFOR Journal of Education, 12(3), 273-298

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  • Sub-type Journal article
    Author Miole, Giselle Lugo
    Title Cultural Interface in Action: A Case Study of Philippine Indigenous Educational Policy
    Appearing in IAFOR Journal of Education
    Volume 12
    Issue No. 3
    Publication Date 2024-12-10
    Place of Publication Nagoya
    Publisher International Academic Forum (IAFOR)
    Start page 273
    End page 298
    Language eng
    Abstract This study explores the development and implementation of the Indigenous Peoples’ Education (IPEd) policy in the Philippines, which institutionalizes the practice of cultural interface by combining Indigenous and non-Indigenous knowledge systems in the Philippine curriculum. Using actor-centered institutionalism as an analytical framework, this study investigates the motivations and processes behind the Philippine Government’s strategy of employing an interfacing model in policy and curriculum development. Through in-depth expert interviews and policy documents analysis, this study provides a comprehensive understanding of IPEd’s development and stakeholder involvement. The findings reveal that IPEd shifted from assimilationist approaches to an interface model of education, recognizing Indigenous peoples’ representation and rights to education, and participation in national policy development. The implementation of the IPEd policy necessitates continuous dialogue and collaboration between the Indigenous communities and the state, emphasizing rights-based approach to ensure meaningful inclusion of Indigenous knowledge systems. This study contributes to the ongoing agenda of inclusive education for Indigenous peoples at the national policy level.
    UNBIS Thesaurus INDIGENOUS PEOPLES
    PHILIPPINES
    EDUCATIONAL POLICY AND PLANNING
    CURRICULUM DEVELOPMENT
    Copyright Holder The Author
    Copyright Year 2024
    Copyright type All rights reserved
    DOI https://doi.org/10.22492/ije.12.3.11
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    Created: Thu, 12 Dec 2024, 11:11:34 JST by Hanna Takemoto on behalf of UNU IAS