Combating Discrimination through Education

There are approximately 110 Indigenous People (IP) communities in the Philippines, with a total population ranging from 15 to 20 million. They are spread across different parts of the country, with the majority, roughly 60%, residing in Mindanao Island, 30% in Luzon Island, and less than 10% in the islands of the Visayas Region.[1] Despite comprising about 14% of the country’s population, IPs face unique socio-economic challenges. They frequently find themselves in a disadvantaged position within society, characterized by higher rates of unemployment, poverty, and illiteracy against the general population. Often remote in location, they lack access to fundamental infrastructure, leading to increased rates of morbidity, mortality, and malnutrition.

The Sama-Badjao tribe, originating from Southwestern Mindanao, is known by various names among Filipinos, primarily as sea-dwellers because the sea is an integral part of their way of life.[2] According to Melody Adjari, a member of the Badjao Community of Matina Aplaya, the ethnic group hails from Zamboanga. However, they decided to resettle in Davao in pursuit of better opportunities, given their vulnerability to displacement and forced relocation following the armed conflict between the government forces and the rebels from the Moro National Liberation Front.

Due to these difficulties, Badjao households embarked on journeys of exploration, dispersing to various locations across Mindanao and even reaching urban centers like Manila, Batangas, and Nueva Ecija. This shift in surroundings led to significant changes in their daily lives and traditional practices, as their customary way of life had centered on maritime resources. Upon their arrival in Davao City, their main source of income revolved around selling secondhand clothes and shoes. Due to their awareness of potential discrimination, attending school was not their foremost priority.

In 1997, the Philippine government enacted Republic Act 8371, otherwise known as the Indigenous Peoples Rights Act, aimed at granting recognition and safeguarding the rights of IP groups. Indigenous Peoples, however, do not feel that the law adequately protects them despite its enactment, primarily because they continue to experience discrimination in the educational system. Discrimination remains a deeply troubling experience for IP students, and schools are often the primary arena for these encounters. This discrimination manifests in two significant ways: through interactions with individuals and through systemic biases within the education system itself. [1]

In early 2021, the Department of Education (DepEd) took a strong stand against discriminatory practices by issuing a resolute declaration. Aligned with both global and national equality frameworks, the DepEd has promulgated various directives and conducted a series of educational training initiatives, all with the overarching goal of firmly upholding a policy of absolute intolerance towards any discrimination.

UNICEF reports that despite the Philippines holding a middle-income economic status and provided with ample resources for youth education, a significant portion of Filipino children remain deprived of learning opportunities. Disturbing trends are observed regarding the number of children engaged in education, the quality of their educational experiences, and the suitability of their learning environments. A lack of investment over the past decade, coupled with outdated teaching methods and an inadequate focus on nurturing children’s social and emotional skills, has led to a noticeable educational gap among Filipino children. This situation is especially apparent  among marginalized groups, including indigenous communities and children struggling with disabilities. Consequently, some IP groups took the initiative to establish their own educational programs, preparing their people for the realities of formal education.

Iskul Panganaran Saga Badjao is an educational program dedicated to empowering young members of the community with literacy skills. The community takes pride in its first-ever degree-holder member, Melody Adjari, who now fulfills the role of a community teacher. According to Melody, due to the discrimination they have faced, they’ve taken the initiative to launch a preschool program. This program equips members with the essential skills required for a successful transition into formal schools, ensuring they are well-prepared for their educational journey.

Interview

Q: Who are you and how long have you been working with the Badjao Community Association of Matina Aplaya? What are your roles and duties in the organization?

I’m Melody Adjari, and I’ve been dedicated to the Iskul Panganaran Saga Badjao organization for approximately four (4) years now. My association with this organization began at birth, with my parents who have been actively working since 1992. My father, of Sama heritage, embarked on a journey from Zamboanga through Vintas and settled here in Barangay Matina Aplaya, making it our permanent home. My mother, on the other hand, hails from Davao City. Along with my fellow Badjao community members, as the locals refer to us, I was born and raised here.

The organization played a crucial role in supporting my education. I attended Daniel R. Aguinaldo National High School and completed my college education at Saint John Paul II College. Currently, I’m in the process of preparing for the forthcoming license examination for teachers while also actively teaching at our local school. My role involves imparting foundational knowledge to children, preparing them for the challenges of larger educational institutions. Additionally, I extend my teaching to older individuals who missed out on schooling opportunities during their youth. However, their sessions are not regular, as they must work to provide for their families.

The journey is undoubtedly challenging, especially when working with limited resources, but my determination remains strong. My ultimate goal is to empower my community by ensuring they have the knowledge and skills to succeed in life.

Q: What are the reasons why the organization was started? Who are its main benefactors and contributors?

The Badjao community has unfairly faced stereotypes, often being associated with begging on city streets due to the challenges of limited education and a stable income source. Acknowledging that education is the gateway to an improved quality of life, the community, in collaboration with local government units, higher education institutions (HEIs), and nongovernmental organizations (NGOs), came together to establish a community school known as Iskul Panganaran Saga Badjao. During my time as a student, my mother was the sole educator at the community school, demonstrating her commitment to breaking the cycle of stereotypes and empowering our community through education.

Q: What initiatives have been implement by the organization to help the community in terms of education?

The organization plays a vital role in sustaining the community school’s operations by offering support to both teachers and students. They actively engage with other NGOs and HEIs to ensure the educational needs of the learners are met. In a collaborative effort, the Badjao Community Association of Matina Aplaya has formed a partnership with the local government. This partnership assists in the upkeep of the school’s facilities and covers my salary as a teacher, enabling the continued provision of education to our young learners.

Q: What are some challenges or difficulties you face while working here?

Education is not the main priority of my people. Some of them consider education as a vain attempt since they need to allocate their time working for them to sustain their everyday needs. With this, sometimes it’s hard for me to gather all of them in a classroom to conduct a class. But I understand their struggles. You can’t force them to stop working because they don’t have other sources of income and some of their family members rely on them.

Reflections

The role of education in shaping a nation’s future is undoubtedly critical, and its capacity to offer equal opportunities to the entire population, particularly minority groups, has been a concern of frequent evaluation with regard to its effectiveness. In this context, we researched the educational systems of Japan and the Philippines, with a specific focus on their approaches to educating marginalized communities, particularly Indigenous Peoples and migrants. Despite differences in economy and culture, both countries share a common challenge: ensuring quality education for these underserved groups.

Education Systems: Japan and the Philippines
Japan and the Philippines possess distinct education systems rooted in their respective historical, economic, and cultural backgrounds. Japan is renowned for its high-quality education and technological advancements. It has great emphasis on academic excellence and uniformity in its education system. On the other hand, due to economic disparities, regional divisions and colonial history that have had a lasting impact on its governance system, the Philippines is facing difficulties in providing consistent and equitable education.

Addressing the Challenges of Providing Education for the Minorities
Indigenous peoples in both Japan and the Philippines face unique educational challenges stemming from language barriers, cultural differences, and limited access to resources. In spite of the great progress made by Japan, challenges such as educating minority groups, in particular newcomers and children from other countries, remain. That is where Office Com Junto, like many other organizations, enters to address or at least try to alleviate the problem of educating these children to adjust and bridge them to the culture in Japanese schools.

In the Philippines, the situation is complex due to its diverse indigenous population spread across various islands. These communities often lack proper infrastructure and resources, leading to unequal access to education. The Philippine government has initiated programs to promote culturally sensitive education, including incorporating indigenous knowledge systems and practices into the curriculum. However, challenges persist due to limited funding, remote locations, and a lack of trained teachers who understand the unique needs of indigenous students. Iskul Panganaran Saga Badjao is a result of these long-standing problems in the country. Due to limited resources, people are moved to create organizations to help and assist, especially those who are marginalized.

Economic Disparities and Impact on Education
Economic differences between Japan and the Philippines significantly influence their approaches to minority education. Investments in education infrastructure, teachers’ training and learning materials are highlighted by the relative strength of Japan’s economy. Therefore, more resources for minority students can be offered by the country to ensure that they receive an adequate education which includes their cultural heritage.

In the Philippines, economic challenges directly impact minority education. The development of schools and training of teachers in rural areas is hindered by a lack of funding. Indigenous children often face difficulties in pursuing education due to poverty, forcing them to prioritize immediate needs over long-term educational goals. Efforts to bridge this gap include scholarship programs and partnerships with non-governmental organizations that aim to provide financial support and resources to indigenous students.

Cultural Considerations in Education
The challenge of addressing the needs of minority students is also played out by cultural differences. The relatively homogenous society in Japan allows for a more standardized approach to education, which will facilitate the implementation of inclusive policies. On the other hand, an educational approach to flexibility and adaptability will be needed as a result of the Philippines’ diverse cultural landscape. Recognizing this, the Philippine government aims to create a curriculum that respects and integrates indigenous cultures while addressing the broader national curriculum.

Conclusion
Japan and the Philippines, despite their economic and cultural disparities, share common concerns in providing quality education to their indigenous minority populations. Both countries recognize the importance of addressing language, cultural, and economic barriers to ensure that marginalized communities are not left behind. While Japan’s stronger economy enables it to invest more in education infrastructure, the Philippines strives to overcome economic limitations through innovative policies and partnerships with various stakeholders. As these nations continue to refine their education systems, the experiences of their indigenous peoples remain crucial touchstones for progress, serving as reminders that equitable and inclusive education is essential for building a brighter future for all.

Researchers

Hello! My name is Angel Syth F. Luengas. As a daughter of a healthcare worker, I was exposed to the country’s healthcare conditions that ignited my passion to pursue a medical-related program of study. I am currently a fourth-year Bachelor of Science in Medical Laboratory Science student at San Pedro College, Davao City, Philippines and am currently rendering my hospital duties at San Pedro Hospital. I was born and raised in a province that finds value in preserving and upholding the culture of the Indigenous people. Therefore, this study is very significant to me.

Hi! I am Mark Gil G. Liwana, a 4th year Medical Laboratory Science student of San Pedro College. I am currently on my clinical internship to complete my degree. Growing up in a province where education is a privilege rather than a right, I have seen people struggle to access education and basic health services prompting me to dream of becoming a doctor someday. I am a part of the Mandaya tribe and live in the mountains. I have firsthand experience on how difficult it is for marginalized people to gain education. My experiences are also part of the reason why I am inclined to do anything that I can to help indigenous peoples.