Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 48 no. 9 (2025)

Philippine Literature Textbooks as Means of Representing Cultural Artifacts in Mindanao: A Qualitative Content Analysis

James Rolly Lagrimas | Danilo G. Baradillo

Discipline: Education

 

Abstract:

This study examined how Mindanaoan cultural artifacts are represented in Philippine literature textbooks used in higher education institutions in Mindanao. It aimed to identify the dominant artifacts included, evaluate the inclusiveness of these representations, and determine how they contribute to students' cultural awareness. The research analyzed thirteen textbooks authored by Mindanaoan writers, supported by interviews with student participants. A qualitative content analysis was employed to study the presence and treatment of local culture. Narrative Theory (Bruner, 1991), Multicultural Education Theory (Banks, 2004), and Cultural Representation Theory (Hall, 1997) provided the analytical framework. The findings revealed that only one textbook contained extensive cultural materials, including folktales, myths, epics, proverbs, and indigenous practices. The remaining textbooks offered little or no local cultural content. These gaps created patterns of exclusion and stereotyping, which limited the cultural inclusivity of the materials. Students interviewed for the study said that textbooks featuring Mindanaoan culture helped them connect more closely with the lessons. They reported stronger engagement, improved self-confidence, and a clearer sense of cultural identity. In contrast, the use of texts dominated by Western and Luzon-based content weakened their interest and made learning less relevant. The absence of local voices led to a disconnect between classroom instruction and students' lived experiences. The study demonstrated the need for literature textbooks that reflect regional cultures and affirm local identities. Inclusive representation promotes meaningful learning, motivates students, and strengthens cultural pride. The analysis also showed that culturally sustaining pedagogy requires textbooks that integrate local narratives into mainstream instruction. The results support calls for curriculum reform and textbook development that recognize the Philippines' cultural diversity. They emphasize the importance of involving local writers, educators, and cultural experts in creating materials that authentically represent Mindanaoan traditions with respect. By addressing cultural gaps in current textbooks, schools can provide students with resources that support both academic learning and cultural awareness.



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