Decolonizing Curriculum: A Study of Indigenous Pedagogy in Mindanao, Philippines
Keywords:
decolonizing education, indigenous pedagogy, curriculum development, Mindanao, Philippines, cultural responsivenessAbstract
This study examines the implementation of indigenous pedagogical approaches in educational institutions across Mindanao, Philippines, as part of broader decolonization efforts in curriculum development. Through a mixed-methods approach involving 240 educators, 180 indigenous community members, and 320 students from 15 schools across three provinces, this research investigates how traditional indigenous knowledge systems can be integrated into formal education while maintaining cultural authenticity. The study reveals that indigenous pedagogical practices, when properly implemented, significantly enhance student engagement (p < 0.001), foster cultural identity formation (p < 0.05), and improve academic performance in culturally relevant subjects. However, challenges persist in terms of teacher preparation, resource allocation, and institutional support. The findings suggest that successful decolonization of the curriculum requires systematic integration of indigenous worldviews, collaborative partnerships with local communities, and comprehensive teacher training programs. This research contributes to the growing body of literature on decolonizing education, providing practical frameworks for implementing culturally responsive pedagogy in postcolonial educational contexts.
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