Indigenous Peoples in the Philippines Through the Lens of CRT: An Imperative for Inclusive Organic Education

Abstract

This chapter is in part a review of the educational state of indigenous Filipino peoples (IPs) through the lens of Critical Race Theory (CRT). Reports and observations from various literature on IPs in the Philippines were cited to show that the IPs' general educational, economic, social, and cultural situations similarly illustrate the following tenets of the CRT: (1) race is a social construct; (2) racism (discrimination against IPs in this case) is pervasively common; (3) active pursuit of equality happens only when it benefits all; (4) racism (discrimination against IPs in this case) is usually intertwined with abuses, inequities, or oppressions related to gender, religion, sex, economic status, education, physical state, mental capacity, and other variables; (5) racial groups (indigenous groups in this case) have perspectives that run counter to the mainstream perspective; and (6) laws and policies are not neutral when they do not eradicate social inequality. To develop a socially just or highly inclusive curriculum for indigenous students, it is necessary to involve organic resource persons in crafting or modifying a curriculum that responds well to the needs of the IPs. This is an imperative government and education agenda if the Filipino people are aiming to attain high-level inclusive and organic education for the IPs in the Philippines.

Citation

Muega, M.A.G. and Acido-Muega, M.B. (2023), "Indigenous Peoples in the Philippines Through the Lens of CRT: An Imperative for Inclusive Organic Education", Lalas, J.W. and Strikwerda, H.L. (Ed.) Contextualizing Critical Race Theory on Inclusive Education From a Scholar-Practitioner Perspective (International Perspectives on Inclusive Education, Vol. 22), Emerald Publishing Limited, Leeds, pp. 179-194. https://doi.org/10.1108/S1479-363620230000022010