First Nations Education and Inclusion in The Philippines: A Study of Textbooks
2024
Nicolas-Glodo, Kristina Maja
Education is a fundamental right of every person. Yet many First Nations groups around the world continue to be excluded from educational systems that do not recognise their cultures. Despite educational reform in The Philippines through the early 21st century, the impact of a long colonial history continues to influence the education of First Nations students. This research investigates how the Philippine education system accommodates First Nations students. It examines educational policy aimed at including First Nations students in education. To address these aims, the study employed critical discourse analysis and Nancy Fraser’s social justice theory to examine power relations that shape knowledge distribution in education in The Philippines. In this study education policy was investigated and compulsory school textbooks were analysed. The research focused on the intent of the Enhanced Basic Education Act of 2013, and its implementation. Social studies textbooks used in primary education in public and private schools were also analysed. Finally, the findings from the analysis of literature, educational policy, textbooks and Philippine colonial history were synthesised. This research reveals that power inequality and the embeddedness of the colonial ethos, including the colonial discourse of civilising missions, determine how First Nations students are accommodated in Philippine education.
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