Community education: 10 Learning Takeaways from the Module
“The aim now is to have educational programs/interventions that flow from the IP community’s worldview.”
Indigenous people have been marginalized despite the efforts to transform the misconceptions and ideologies of the dominant culture regarding their community. It is the inequality and discrimination that forces the young IPs to begin adapting the mainstreamed education giving forced acculturation and threatening the loss of their indigenous knowledge and culture. The alarming case of cultural and heritage deterioration and the seemingly ineffective instruction of the mainstreamed curriculum for IP students calls for a holistic and collaborative effort of education stakeholders and the Indigenous community itself to seek reforms and transformation to integrate their ethnological knowledge into the curriculum. It is through acknowledging their epistemology that could bridge the gap between the preservation of their identity and adaptation to the prevailing civilization.
Community education involve a multifaceted instructional approach where strategies of teaching and learning are anchored on the needs and interests of community members. There are multiple factors influencing education, and these variables must be understood based on its foundational context to have a system of instruction that complements to learners diversified backgrounds.
“Life is education, education is life” is a reminder that learning comes from experience occurring from social interaction, communication and self-motivation. Therefrom, education is not bounded and limited from a conventional and structured curriculum but everything that exists around people (habitat, culture, people) are components in learning.
“Islamization of education in Mindanao can be seen as an assertion of local ownership: These are our schools.”
The mainstream education in the Philippines which is high influence by the Western culture and Christianity posed a challenge in motivating Muslim children to attend public schooling due to its interference with their Islamic faith. For Muslims, Islam is not only a testament to their religious belief but rather their “way of life”. Therefore, the education that will be provided should primarily be aligned with their faith but not omit secular knowledge such as reading, writing, and arithmetic. Most importantly, schools should be led by people who understand the virtue of Islamic teachings– school management should be theirs as well as the teachers.
“The need for upright and broadly educated leadership”
The Americans realized that the challenge in Philippine education is to inculcate exemplary leadership through the literacy and enlightenment of its people. However, the adversity does not lie in the disposition of the Filipinos to learn as they are more willing to be educated, but the problem is in the notion of the leaders prioritizing human wealth more than facilitating education support. This expectation from the Director of Education in the 1910s is still plaguing the state right now with the crisis of learning poverty resulting from poor state leadership, the impact of the pandemic, and the still existing lack of funds for teachers and resources (De Vera, 2022).
Collective development of the country can be attained through good governance and leadership. It was proven that multiple reforms and projects without continuum in education are in vain if bureaucratic problems will continue to plague the system itself hampering goals of education. In order for educated and skilled Filipinos to stay and serve the nation for collective progress, the government should be trusted and transparent to its people.
Throughout history, the purpose of education have been changing and shifting driven by the force of society, but its movement remain in one course–for development. In today’s generation, the goal of education for life’s survival have evolved and geared from humanistic-centric ideals to a ecological and sustainable development for everyone’s survival.
Indigenous knowledge have crucial significance on the pedagogy in education among the IP community. The IP local practices, culture, beliefs and traditions are rich in “funds of knowledge” that can be tapped to help communicate mainstreamed curriculum into their native context that are easier to understand.
“This individualism is also manifested in how Filipino scholars position education in the context of economic development.”
The impact of neo-liberalism in Philippine education was highlighted in the impression of Filipinos that the way to human development is to acquire higher education and have more opportunities and earnings in the future. It focuses on investing in human capital (where education plays a big part) in which students will participate in a competitive market. Contrariwise to neighboring ‘Tiger countries’ that build upon collective growth for human and economic development, the Philippines was stuck on capitalizing on individual progress. Having been directed that “education is the ladder to success” (and return of investment), this belief drives students who attained professional employment to seek higher compensation in other countries leaving the Philippines short-handed with skilled workers because of “brain drain”.
“We continue to struggle with the difficult tension between an education that matters locally and that promotes environmental stewardship and strong rural communities while at the same time providing necessary intellectual, social, and geographic mobility opportunities to rural youth.”
The conjoint ripple effect of post-modernism and post-structuralism resonated with the state of rural students where there is a conflicting pursuit to “leave the locality” or be “embedded in the community”. Rural communities are often marginalized and detached from social dominance, experiencing misconstruing ideas that there is no progress in staying. Yet, the contexts on why students are seeking higher education are not singularly defined by these misconceptions as ‘consequential learning’, different from the knowledge acquired through structured education, proving the complexity of education and lifelong learning. It is a challenge for educators of keeping the learners to not be detached from their local communities and at the same time not suppress their potential to seek higher learning opportunities outside their locality.
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Transcript
Community education: 10 Learning Takeaways from the Module
“The aim now is to have educational programs/interventions that flow from the IP community’s worldview.”
Indigenous people have been marginalized despite the efforts to transform the misconceptions and ideologies of the dominant culture regarding their community. It is the inequality and discrimination that forces the young IPs to begin adapting the mainstreamed education giving forced acculturation and threatening the loss of their indigenous knowledge and culture. The alarming case of cultural and heritage deterioration and the seemingly ineffective instruction of the mainstreamed curriculum for IP students calls for a holistic and collaborative effort of education stakeholders and the Indigenous community itself to seek reforms and transformation to integrate their ethnological knowledge into the curriculum. It is through acknowledging their epistemology that could bridge the gap between the preservation of their identity and adaptation to the prevailing civilization.
Community education involve a multifaceted instructional approach where strategies of teaching and learning are anchored on the needs and interests of community members. There are multiple factors influencing education, and these variables must be understood based on its foundational context to have a system of instruction that complements to learners diversified backgrounds.
“Life is education, education is life” is a reminder that learning comes from experience occurring from social interaction, communication and self-motivation. Therefrom, education is not bounded and limited from a conventional and structured curriculum but everything that exists around people (habitat, culture, people) are components in learning.
“Islamization of education in Mindanao can be seen as an assertion of local ownership: These are our schools.”
The mainstream education in the Philippines which is high influence by the Western culture and Christianity posed a challenge in motivating Muslim children to attend public schooling due to its interference with their Islamic faith. For Muslims, Islam is not only a testament to their religious belief but rather their “way of life”. Therefore, the education that will be provided should primarily be aligned with their faith but not omit secular knowledge such as reading, writing, and arithmetic. Most importantly, schools should be led by people who understand the virtue of Islamic teachings– school management should be theirs as well as the teachers.
“The need for upright and broadly educated leadership”
The Americans realized that the challenge in Philippine education is to inculcate exemplary leadership through the literacy and enlightenment of its people. However, the adversity does not lie in the disposition of the Filipinos to learn as they are more willing to be educated, but the problem is in the notion of the leaders prioritizing human wealth more than facilitating education support. This expectation from the Director of Education in the 1910s is still plaguing the state right now with the crisis of learning poverty resulting from poor state leadership, the impact of the pandemic, and the still existing lack of funds for teachers and resources (De Vera, 2022).
Collective development of the country can be attained through good governance and leadership. It was proven that multiple reforms and projects without continuum in education are in vain if bureaucratic problems will continue to plague the system itself hampering goals of education. In order for educated and skilled Filipinos to stay and serve the nation for collective progress, the government should be trusted and transparent to its people.
Throughout history, the purpose of education have been changing and shifting driven by the force of society, but its movement remain in one course–for development. In today’s generation, the goal of education for life’s survival have evolved and geared from humanistic-centric ideals to a ecological and sustainable development for everyone’s survival.
Indigenous knowledge have crucial significance on the pedagogy in education among the IP community. The IP local practices, culture, beliefs and traditions are rich in “funds of knowledge” that can be tapped to help communicate mainstreamed curriculum into their native context that are easier to understand.
“This individualism is also manifested in how Filipino scholars position education in the context of economic development.”
The impact of neo-liberalism in Philippine education was highlighted in the impression of Filipinos that the way to human development is to acquire higher education and have more opportunities and earnings in the future. It focuses on investing in human capital (where education plays a big part) in which students will participate in a competitive market. Contrariwise to neighboring ‘Tiger countries’ that build upon collective growth for human and economic development, the Philippines was stuck on capitalizing on individual progress. Having been directed that “education is the ladder to success” (and return of investment), this belief drives students who attained professional employment to seek higher compensation in other countries leaving the Philippines short-handed with skilled workers because of “brain drain”.
“We continue to struggle with the difficult tension between an education that matters locally and that promotes environmental stewardship and strong rural communities while at the same time providing necessary intellectual, social, and geographic mobility opportunities to rural youth.”
The conjoint ripple effect of post-modernism and post-structuralism resonated with the state of rural students where there is a conflicting pursuit to “leave the locality” or be “embedded in the community”. Rural communities are often marginalized and detached from social dominance, experiencing misconstruing ideas that there is no progress in staying. Yet, the contexts on why students are seeking higher education are not singularly defined by these misconceptions as ‘consequential learning’, different from the knowledge acquired through structured education, proving the complexity of education and lifelong learning. It is a challenge for educators of keeping the learners to not be detached from their local communities and at the same time not suppress their potential to seek higher learning opportunities outside their locality.