Challenges in Implementing a Culturally Sustaining Pedagogy in Indigenous Formal Education
DOI:
https://doi.org/10.55016/ojs/jisd.v13i3.81550Keywords:
Indigenous Education, Culturally Sustaining Pedagogy, Indigenous People, sustainability, Indigenous Knowledge Systems and PracticesAbstract
This study explored the challenges in implementing Culturally Sustaining Pedagogy (CSP) among Lumad learners in Pangantucan, Bukidnon. Using a qualitative, narrative approach, data were collected through semi-structured, in-person interviews with five purposively selected teachers who have taught Lumad learners for at least three years and who are familiar with Indigenous Knowledge Systems and Practices (IKSPs). These teachers are also Lumads themselves belonging to the Manobo, Talaandig, and Umayamnon communities. Thematic analysis was conducted using Braun and Clarke’s six-phase model to identify recurring patterns and themes in the narratives. The researcher, a member of the Higaonon community but who was born and raised in a highly urbanized setting, also practices reflexivity in the analysis of the data. The research examined the implementation of CSP through its key components: dynamic use of community languages, incorporation of local knowledge and practices, student and community agency, historical context in content and instruction, the ability to address internalized oppression, and effective integration of these elements into the curriculum. Findings revealed structural challenges, including limited school and faculty support, insufficient training, lack of Lumad representation in policymaking, a rigid national curriculum, and scarce historical documentation. Content-related challenges also emerged, such as the difficulty in addressing the traumatic history of the Lumad, the sacredness and technical nature of IKSPs, and language barriers. Furthermore, the teachers' cultural backgrounds and the effects of modernization on students’ cultural self-esteem added to the complexity of implementing CSP. Despite these obstacles, teachers demonstrated agency by adapting and embedding CSP into their classrooms. The study emphasizes the need for institutional support to foster a pedagogy that honors Indigenous cultures, languages, and identities, ultimately promoting both academic success and cultural sustainability.
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