Kissa Kamastalan: Teacher Stories on the Process of Indigenization of the Curriculum for the Sama

Arayana F. Kunting and Nurann A. Legardo

The clamor for a culture-based education has been on-going and supported through policies like the Muslim Education Program, and the more recent Indigenous Peoples Education (IP Ed). The IP Education calls for an interface of the curriculum for Indigenous Communities like those in Southern Philippines. The Sama are among the listed Indigenous Peoples (IPs) in Region 9. According to the Department of Education (DepEd) in Zamboanga City, efforts are yet to be done for indigenization of the curriculum for the Sama.

Thus, this study looked into the following: what are the perspectives of teachers on indigenization; and the narration of the process of interfacing the curriculum. The questions were answered through interviews with teachers in the Sama community on the process of indigenization.

Findings revealed that the teachers take different views on indigenization compared to IP Ed Framework especially on the importance of a culture-based education. Teachers have limited participation in the process of indigenization and needed clarification of their role in the indigenization of the curriculum. The teachers’ practice is limited to developing appropriate pedagogy, content and assessment, and development of learning resources.