Participatory Policy Formulation on Indigenous Peoples Education in the K to 12 Basic Education Program in the Philippines

Abstract

The indigenous peoples of the Philippines have had to struggle against historical injustices for centuries. They fought against colonization and the subjugation of their cultures and ways of life. Over the decades, their next generations are confronted with exclusion, discrimination, and encroachments on their ancestral domains which have resulted in social and economic disadvantages. An obvious case in point is the lack of sympathetic and affirmative policy directives for the culture-based education of indigenous children and youth. This paper reflects on the policy development processes undertaken to institutionalize inclusion and social justice in indigenous peoples education policies within the K to 12 Basic Education Program. Using the method of narrative inquiry, the stories of reform are told from the point of view of those who facilitated the crafting of these policies. Three narratives demonstrate that contextualized and empowering education strategies and processes transform not only policy but also the policy makers.

Citation

Ocampo, D.J., Rufino, R. and Gonzales, J.F. (2021), "Participatory Policy Formulation on Indigenous Peoples Education in the K to 12 Basic Education Program in the Philippines", Lalas, J.W. and Strikwerda, H.L. (Ed.) Minding the Marginalized Students Through Inclusion, Justice, and Hope (International Perspectives on Inclusive Education, Vol. 16), Emerald Publishing Limited, Leeds, pp. 211-242. https://doi.org/10.1108/S1479-363620210000016012