HONORING INDIGENOUS VOICES: EXPLORING INDIGENOUS PERSPECTIVES ON THE ACCEPTABILITY OF EDUCATION THROUGH THE INDIGENOUS PEOPLES EDUCATION PROGRAM IN BAGUMBAYAN DISTRICT

Abstract

Understanding the acceptability of education within Indigenous communities is essential for designing programs that are both culturally responsive and socially inclusive. This study employed a qualitative narrative inquiry to explore Indigenous perspectives on the Indigenous Peoples Education Program (IPED) in Bagumbayan District, Sultan Kudarat, during the 2025–2026 school year. Findings reveal that IPED significantly improved access to education for Indigenous learners by addressing historical barriers, including poverty, geographic isolation, and displacement. Collective community efforts, such as bayanihan, facilitated the establishment of schools, while integrating Indigenous culture—through traditional attire, language, customs, and arts—enhanced learners’ cultural identity and pride. Education was perceived as a vital pathway for social mobility, personal growth, and intergenerational transformation, enabling youth to break cycles of hardship while fostering self-confidence and empowerment. Schools that incorporate culturally relevant practices, including IP Day celebrations and traditional arts programs, strengthen engagement, reinforce cultural values, and bridge Indigenous knowledge with formal learning. Structural and cultural factors interact to influence educational experiences: while hazardous terrain and poverty remain challenges, social acceptance and cultural inclusion within schools promote belonging, academic achievement, and community development. Overall, the study demonstrates that culturally responsive education can harmonize modern academic learning with Indigenous traditions, ensuring both skill development and preservation of cultural heritage. Keywords: cultural identity, social inclusion, community empowerment, Indigenous knowledge