In 2011, the Bangsamoro Ministry of Basic, Higher and Technical Education (MBHTE-BARMM) established the order, “Adopting the National Indigenous Peoples (IP) Education Policy Framework,” which aims to provide access to quality education that equitably caters to IP learners. This is in recognition of the role of education “as a necessary means to realize other human rights and fundamental freedoms”.
For IP learners, accessing quality education that is inclusive of their identity and needs is among their priorities. MBHTE Bureau of Indigenous Peoples’ Education (IPED) Imelda Sombrito puts an emphasis on the importance of IP participation, inclusion, and empowerment not only within the classroom and school, but in the way education itself is designed. In her experience, education is not only a need that must be addressed in itself – it is also a tool that provides a cultural value to IP communities.
What can inclusive education look like for IP learners and their communities?
Reaching IP communities through inclusive education
Sombrito has had a lot of experience working with IP communities in the education space, having worked with whole generations of IPs. She describes working with them as a “big challenge”:
“Most of them, kakilala. What makes it challenging is working with other (school) divisions. [The] reality is not all divisions can be entered if walang pahintulot. Hindi makukuha ang suporta [kung] you yourself wala kang rapport with them. Working with the IPs is a privilege and challenge: privilege, because I got firsthand information on [their] processes, [on] their challenges within their community, within society and locality. [The] challenge – paano marating? Paano mabigyan ng magandang education?”
(Most of them are people we know. What makes it challenging is working with other (school) divisions. [The] reality is not all divisions can be entered if you don’t get permission. You will not get their support if you yourself do not have any rapport with them. Working with the IPs is a privilege and challenge: privilege, because I got firsthand information on [their] processes, [on] their challenges within their community, within society and locality. [The] challenge – how can we reach them? How can we provide quality education?)
For her, one of the strongest solutions is the MBHTE’s Inclusive Schools Approach supported by the Australian Government aimed towards providing inclusive education for every learner in BARMM. When inclusive education exists in one community, all learners can know that they are part of that.
What inclusive education for IPs looks like and what they hope to achieve
Imelda Sombrito describes inclusive education for IP learners as something that must be rooted in the culture and values of the community. To effectively reach IP learners, the lessons to be taught to them must be contextualized and localized alongside the IP communities they belong to.
Cultural preservation stands out as one of the priorities of the IP sector, which is critical especially given the threat of cultural erasure caused by their fading oral traditions, the primary way by which indigenous cultural values are passed down from generation to generation. The gradual fade of the practice of oral traditions in IP communities may come as a result of factors among which are social exclusion and socioeconomic poverty. These factors put a strain on community relationships, especially for young IP learners who may have a limited understanding of their cultural history. Sombrito emphasizes that cultural preservation as part of inclusive educational practices provide an opportunity for IP learners to understand their place in the world in the context of their ancestral history and fosters a deeper sense of connection to one’s roots. This enables IP learners achieve self-realization and self-acceptance and be empowered to learn and create the future they want for themselves.
“This is one way of keeping our children grounded in their unique culture. Kailangan malaman ang pinagmulan. (We must understand our history.) We are worthless without it.”
Cultural preservation in inclusive education starts with the community. To truly manifest inclusive education for IP learners, their communities must be included in the design process and have a consensus on what this looks like for them. “Kailangan malaman mo (You must learn) everything about them and respect it and help them materialize their culture.”
For Sombrito, the establishment of Inclusive and Supportive Centers of Learning (ISCL) is a way to manifest this vision for inclusive education.
“Having the ISCL within the community itself, it already has a personal touch. We work with teachers and the community. Hinihingi natin sa kanila kung anong gusto nilang makita dun. Sila mismo, alam nila kung anong dapat makita dun... Pagpasok sa ISCL, nakikita yung gamit na amin sa classroom. There’s a sense of ownership. Mabibigay yung value of owning that ISCL. Sila nag-isip, [so] they themselves, they have an obligation to protect it. They have a sense of pride.”
(Having the ISCL within the community itself, it already as a personal touch. We work with teachers and the community. We ask them what they want to see in it. They themselves know what should be present there… When they enter the ISCL, they see things in the classroom that are familiar to them. There’s a sense of ownership. They will receive the value of owning that ISCL. They came up with it, [so] they themselves, they have an obligation to protect it. They have a sense of pride.)
Realizing inclusive education takes time and a united community
Imelda Sombrito strongly advocates for involving and consistently ensuring that IP are represented in any initiative that intends to serve their community. This can only be achieved by taking the lead in reaching out and coming from a place of understanding and respect when listening to their needs and help them materialize the future that they aspire for.
For her, inclusive education for IP learners must have interconnectivity, because IP learners are not one-dimensional.
“Just imagine an IP with a disability, living in an unreachable area. That’s injustice. It’s our responsibility – not only parents, teachers, principals – all of us have a contribution sa pagpapalaki sa bata (in raising a child). Mamumulat ang bawat isa sa (Everyone will be enlightened through) inclusive education. [The] entire community is able to help.”
As the saying goes, “It takes a village to raise a child.” Reaching every child is the responsibility not only of the parent nor only of the teacher or school; to truly nurture every child, the entire community to create a world that is inclusive of their identity and makes them feel that they belong. By making inclusive education happen, communities can come together to bring this vision to reality.