Abstract:

The indigenous communities in the Philippines have historically faced

discrimination and limited access to education. This research study examines the

perceptions of the Dumagat community, focusing on their rights to education in the

provinces of Nueva Ecija and Aurora. Employing a combination of qualitative and

quantitative research methods, including Indigenous research methods and critical

pedagogy, the study explores the implementation of Philippine policies, the

hindrances to education, the medium of instruction, and the awareness of

Indigenous Peoples' Rights Act (IPRA) provisions. The findings highlight the need

for change agents to initiate pedagogical liberation and address the historical

injustices faced by indigenous communities.

Results

The government's policies aimed at ensuring the rights to education of the

Indigenous Peoples (IPs) in the Philippines are intended to address the historical

injustices and discrimination they have faced. However, these policies also

contribute to the assimilation of the IPs into mainstream society, disregarding their

diverse cultural orientation. The lack of opportunities for the Dumagats, a specific

IP group, to pursue higher education is attributed to factors such as poverty, limited

access, lack of awareness, and tokenism by government agencies.

 The right to education is crucial for total human liberation, as emphasized by

Freire. It allows for a reconciliation between students and teachers, where both

parties educate each other, leading to a change in consciousness and ultimately,

liberation. However, the current education system in the Philippines, influenced by

Western ideals, perpetuates cultural invasion and fails to provide the necessary

support and resources for IPs and ICCs (Indigenous Cultural Communities) to

thrive.

The demographic profile of the Dumagat respondents indicates that while they

have reached primary and secondary levels of education, none of them have been

able to pursue higher education. This is due to various challenges, including the

lack of accessible education facilities, the high cost of transportation, the need for

boarding and lodging, and the discriminatory treatment from mainstream society.
The situation faced by the Dumagats is common among minority groups striving

for education to realize their human potential. The data also show that the

educational attainment of the respondents is slightly better than that of their

parents, but it falls short of what is expected considering the provisions of the

Indigenous Peoples' Rights Act (IPRA) of 1997.

The lack of awareness and implementation of IPRA's provisions regarding

education is evident. While the Dumagats are aware of their right to education,

they lack awareness of their right to equal access to cultural opportunities,

scholarships, grants, and other incentives. This perpetuates their dependency on

external support and hinders their development.

The imposition of the mainstream education system, which disregards the IPs'

cultural heritage and language, can be seen as a form of cultural invasion. The use
of a language foreign to the Dumagats and the absence of teachers fluent in their

dialect further oppresses them and destroys their cultural traditions.

The availability of formal basic education (primary and secondary levels)

was reported as slightly available. While there may be elementary buildings and

teachers present, other necessary facilities and resources may be lacking. This

indicates that the educational support outlined in the Indigenous Peoples' Rights

Act (IPRA) of 1997, which the Dumagat community is entitled to, may not be fully

provided.

Non-formal basic education, such as the Alternative Learning System (ALS), was

also perceived as slightly available. This suggests that there may be some efforts to

provide alternative education options, but they are not consistently accessible to all
Dumagat individuals. This could be due to factors such as limited resources,

logistical challenges, or inadequate outreach and awareness.

Informal education, seminars, symposiums, special education (SpEd) programs,

qualified teachers, and teaching in the Dumagat language were reported as not

available. This indicates a significant gap in the provision of these educational

services. Lack of informal education and SpEd programs suggests a lack of

specialized support for Dumagat individuals with specific learning needs. The

absence of qualified teachers and the inability to teach in the Dumagat language

reflect a lack of culturally sensitive and inclusive educational environments for the

Dumagat community.

Table 6 presents the sources of information on the Indigenous Peoples' rights

to education and the context of the Indigenous Peoples' Rights Act (IPRA) of 1997.
The findings show that teachers played a significant role in disseminating

information, with 19 respondents or 63.33% reporting that they obtained

knowledge about their rights through teachers. Social media was also a notable

source, with five respondents or 16.67% indicating its influence. Barangay officials

and television were less prominent sources, with four respondents or 13.33% and

two respondents or 6.67%, respectively.

These findings underscore the importance of teachers in promoting awareness and

understanding of the IPRA of 1997 among the Dumagat Indigenous Peoples.

Teachers not only fulfill their role in delivering formal education but also serve as

change agents, sharing knowledge about the rights and provisions outlined in the

IPRA. By actively disseminating information and engaging with the Dumagat

community, teachers can contribute to the realization of genuine dialogue and total

human liberation through education.

The role of teachers as revolutionary leaders is crucial in the context of

marginalized Indigenous communities. It requires a critical self-reflection and a

commitment to addressing the systemic oppression faced by Indigenous Peoples.

Through dialogical-libertarian actions and a deep connection with the

marginalized, teachers can play an instrumental role in bridging the gap between

policy and practice. By organizing learners and applying experiential learning, they
can empower the Dumagat community to challenge unjust realities and advocate

for their rights to education.

While the NCIP (National Commission on Indigenous Peoples) is mandated to

protect and promote the Indigenous Peoples' rights to education, the findings

highlight the need for collaborative efforts between the NCIP and teachers. The

NCIP can act as a "revolutionary leader" by organizing learners and fostering an

environment where dialogue and learning experiences can empower the Dumagat

community. By working together, both the NCIP and teachers can bridge the gap

between policy and practice, ensuring the effective implementation of the IPRA of

1997 and the realization of educational rights for the Dumagat Indigenous Peoples.