Home⇛Journal of Interdisciplinary Perspectives⇛vol. 4 no. 2 (2026)

Indigenous Philosophies in Multicultural Classrooms: A Case Study on Teacher Integration and Barriers in Davao Occidental

Shaiben T. Bassal | Nikki C. Baloca | Meliza P. Alo

Discipline: Education

 

Abstract:

Indigenous philosophies taught in multicultural settings have played a crucial role in students’ learning experiences by emphasizing contextualized activities, such as incorporating cultural beliefs and practices into classroom discussions. Hence, this study explores how teachers integrate Indigenous philosophical perspectives in multicultural classrooms. In-depth individual Interviews were conducted with seven Manobo and B’laan teachers in Marabatuan, Jose Abad Santos, Davao Occidental, using a qualitative case study approach. Teachers were selected based on specific criteria: teaching experience and the integration of Indigenous knowledge in lessons. A thematic analysis was conducted to interpret the collected data. Results revealed three overarching themes: (1) integrating indigenous philosophies: culturally grounded and inclusive teaching in multicultural classrooms, highlighting the use of indigenous narratives, practices, and local knowledge, its connections to universal human values, integration of culturally responsive pedagogy, and promotion of intercultural understanding; (2) indigenous philosophies as catalysts for cultural involvement and transformative learning, focusing on proliferated engagement, cultural pride and identity, appreciation for diversity, and challenges in cultural awareness and expression; and (3) barriers to integrating indigenous philosophies: systemic, instructional, and resource challenges, exploring curriculum-related constraints, lack of resources, teacher preparedness and limited training, time constraints and instructional workload, language and communication barriers, and limited institutional and peer support. To address this, it exemplifies careful curricular deliberation, integrating the power of reinforcing indigenous knowledge systems to expand students’ experiential learning and strengthen Filipino diversity. Moreover, the study corroborates the need for institutional support among teachers to develop teaching strategies and design lessons. Furthermore, the findings support theories of culturally responsive pedagogy and decolonial theory, recognizing the positive influence of indigenous worldviews tailored to formal education in contemporary contexts. Therefore, inclusive education must be strengthened by aligning curricula with indigenous philosophical perspectives.



References:

  1. Alba, R. (2024). Land-based learning and indigenous perspectives in educational technology. Emerging Perspectives: Interdisciplinary Graduate Research in Education and Psychology, 7(1). https://tinyurl.com/4mz2jh5c
  2. Antonio, M., Keaulana, S., Keli’iholokai, L., Ho-Lastimosa, H.I., & Chung-Do, J.J. (2023). Indigenous research methodologies with Kānaka ʻŌiwi to address health inequities: Two case studies. Hawaiʻi Journal of Health & Social Welfare, 82(10 Suppl 1), 5–9. https://pmc.ncbi.nlm.nih.gov/articles/PMC10612425/
  3. Antonova, A., Tsvetkova, N., & Peltekova, E. (2024). Teaching strategies for multicultural classroom. Multicultural Classrooms: Inclusive Learning and Teaching in Higher Education, 161. https://tinyurl.com/yc458vj2
  4. Billen, R., & Billen, M. (2022). A bioecological view of culturally sustaining pedagogy. Educational Renaissance, 11(1). https://journals.calstate.edu/er/article/view/2850
  5. Bongco, A. (2024). The lived experiences of Indigenous college students in a state university in the Philippines. United International Journal for Research & Technology (UIJRT), 5(10), 41–57. https://tinyurl.com/3u3chn36
  6. Braun, V., & Clarke, V. (2021). One size fits all? What counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328–352. https://doi.org/10.1080/14780887.2020.1769238
  7. Brondízio, E., Aumeeruddy-Thomas, Y., Bates, P., Carino, J., Fernández-Llamazares, Á., Ferrari, M.F., Galvin, K., Reyes-García, V., McElwee, P., Molnár, Z., Samakov, A., & Shrestha, U.B. (2021). Locally based, regionally manifested, and globally relevant: Indigenous and local knowledge, values, and practices for nature. Annual Review of Environment and Resources, 46(1), 481–509. https://doi.org/10.1146/annurev-environ-012220-012127
  8. Camiring-Picpican, H., Flores, K., Caban, R., Mohadali, S., Galdonez, D., & Alih, C. (2023). Pedagogical innovations based on Philippine cultural practices: A framework for culturally responsive teaching in higher education. International Journal on Culture, History, and Religion, 7(SI2), 168. https://doi.org/10.63931/ijchr.v7iSI2.168
  9. Caingcoy, M. (2023). Culturally responsive pedagogy: A systematic overview. Diversitas Journal, 8(4), 3203–3212. https://doi.org/10.48017/dj.v8i4.2780
  10. Cheng, M.-M., Lacaste, A., & Chuang, H.-H. (2021). Culturally responsive teaching in technology-supported learning environments in marine education for sustainable development. Sustainability, 13(24), 13922. https://doi.org/10.3390/su132413922
  11. Creswell, J.W., & Poth, C.N. (2018). Qualitative inquiry and research design choosing among five approaches (4th ed.). SAGE Publications, Inc., Thousand Oaks.
  12. da Silva, C., Pereira, F., & Amorim, J.P. (2023). The integration of Indigenous knowledge in school: A systematic review. Compare: A Journal of Comparative and International Education, 55(2), 1–22. https://doi.org/10.1080/03057925.2023.2184200
  13. Dela Cruz, M.T. (2020). Culturally responsive pedagogy in Philippine multicultural classrooms. Philippine Journal of Education, 99(2), 45–60. https://ejournals.ph/article.php?id=15234
  14. DepEd. (2015). Indigenous peoples education program guide. Department of Education, Philippines. https://www.deped.gov.ph/
  15. Department of Education. (2011). DepEd Order No. 62, s. 2011: Adopting the National Indigenous Peoples (IP) Education Policy Framework. https://tinyurl.com/p3c6thaw
  16. Druker-Ibáñez, S., & Cáceres-Jensen, L. (2022). Integration of Indigenous and local knowledge into sustainability education: A systematic literature review. Environmental Education Research. Advance Online / Publisher Page. https://tinyurl.com/2knnveu3
  17. Eden, C.A., Chisom, O.N., & Adeniyi, I.S. (2024). Cultural competence in education: Strategies for fostering inclusivity and diversity awareness. International Journal of Applied Research in Social Sciences, 6(3), 383–392. https://doi.org/10.51594/ijarss.v6i3.895
  18. El Yazidi, R., & Rijal, K. (2024). Science learning in the context of ‘indigenous knowledge' for sustainable development. International Journal of Ethnoscience and Technology in Education, 1(1), 28-41. 
  19. Flores, K., Gadaza, A., Galdonez, D., Pihnuton, J., Soriano, R., & Killip, A., Jr. (2025). Decolonizing pedagogy: Integrating Indigenous knowledge and Philippine historical narratives in higher education curricula. International Journal on Culture, History, and Religion, 7(1), 333–356. https://doi.org/10.63931/ijchr.v7i1.130
  20. Francisquete, D.E. (2025). Manobo weavers from Davao Occidental bring myth to life. SunStar. https://tinyurl.com/y25692tz
  21. Hernández, M., Kornienko, O., Figueroa, J., Coker, M., Paredes, K., Toth, C., & Ha, T. (2025). Identifying culturally relevant school support profiles and links to academic functioning in adolescents. Journal of Youth and Adolescence, 54(3), 785–806. https://doi.org/10.1007/s10964-024-02098-0
  22. Ialuna, F., Civitillo, S., & Jugert, P. (2024). Culturally responsive teaching, teacher‑student relationship and school belongingness: A multi‑informant study in ethnically diverse classrooms. Learning Culture and Social Interaction, 47(3). https://doi.org/10.1016/j.lcsi.2024.100839
  23. Jabeen, R. (2019). Multicultural diverse classroom addressing the instructional challenges and reflections from a teacher’s perspective. Arab World English Journal (AWEJ) Special Issue: The Dynamics of EFL in Saudi Arabia. https://dx.doi.org/10.24093/awej/efl1.10
  24. Javorčíková, J., Badinská, M., Ližbetinová, L., & Brett, D. (2021). The need for integration of reading, critical thinking and academic reading skills: A quantitative analysis of Slovak undergraduates' reading performance. Journal of Language and Cultural Education, 9(1), 12–29.  https://doi.org/10.2478/jolace-2021-0002
  25. Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465–491. https://doi.org/10.3102/00028312032003465
  26. Lim, J. (2024). IPOPHL pushes to bring IP in basic education curriculum. Intellectual Property Office of the Philippines. GOVPH. https://tinyurl.com/msn3ncxy
  27. Macapugay, K., & Nakamura, B. (2024). The student empowerment through narrative, storytelling, engagement, and identity framework for student and community empowerment: A culturally affirming pedagogy. Genealogy, 8(3), 94. https://doi.org/10.3390/genealogy8030094
  28. Maher, K., Rigney, L.I., King, M., Garrett, R., Windle, J., Memon, N., & Hattam, R. (2024). Curriculum, democracy and pedagogies for justice: A collective futures dialogue. Curriculum Perspectives, 44(2), 105–119. https://doi.org/10.1007/s41297-024-00230-5
  29. McDonald, M. (2023). Indigenous land-based education in theory and practice. A Yellowhead Institute Special Report. https://tinyurl.com/pc9c2uyz
  30. McKinley, E.A., & Smith, L.T. (2019). Towards self-determination in indigenous education research: An introduction. In E. A. McKinley & L. T. Smith (Eds.), Handbook of Indigenous Education (pp. 1–15). Springer. https://doi.org/10.1007/978-981-10-1839-8_77-2
  31. Mhlauli, N.C., & Fikelepi-Twani, Z. (2024). Teachers’ perceptions on incorporating indigenous knowledge into creative arts teaching and learning methods in selected South African schools. International Journal of Learning, Teaching and Educational Research, 23(5). https://ijlter.org/index.php/ijlter/article/view/9884
  32. Murrup-Stewart, C., & Truong, M. (2024). Understanding culture and social and emotional wellbeing among young urban Aboriginal people. Australian Institute of Family Studies. https://tinyurl.com/8ewxpb9y
  33. Nganga, L., & Kambutu, J. (2024). Culturally responsive professional development programs for teacher educators using community‑based collaborative learning: Lessons learned from a Native American community. Education Sciences, 14(7), 787. https://doi.org/10.3390/educsci14070787
  34. Ogodo, J. (2024). Culturally responsive pedagogical knowledge: An integrative teacher knowledge base for diversified STEM classrooms. Education Sciences, 14(2), 124. https://doi.org/10.3390/educsci14020124
  35. Pasternak, D., Harris, S., Lewis, C., Wolk, M., Wu, X., & Evans, L. (2023). Engaging culturally responsive practice: Implications for continued learning and teacher empowerment. Teaching and Teacher Education, 122, 103976. https://tinyurl.com/mrcrehps
  36. Pawilen, G. (2021). Integrating indigenous knowledge in the Philippine elementary science curriculum. International Journal of Curriculum and Instruction, 13(2), 1148–1160. https://eric.ed.gov/?id=EJ1292222
  37. Prehn, J., Guerzoni, M., & Graham-Blair, J. (2025). Nurturing cultural identity: Creating an inclusive school environment for Indigenous youths. The Australian Educational Researcher, 52(2), 1685-1705. https://doi.org/10.1007/s13384-024-00781-6
  38. Riley, T., Meston, T., Cutler, C., Low-Choy, S., McCormack, B., Kim, E.-J.A., Nakar, S., & Vasco, D. (2024). Weaving stories of strength: Ethically integrating Indigenous content in teacher education and professional development programmes. Teaching and Teacher Education, 142, 104513. https://doi.org/10.1016/j.tate.2024.104513
  39. Rosales, M., & Cruz, J. (2023). Decolonizing curriculum: A study of Indigenous pedagogy in Mindanao, Philippines. Global Dialogues in Humanities and Pedagogy, 1(1), 21–31. https://journal.grasglobal.org/index.php/gdhp/article/view/3
  40. Tygret, J., Mendez, S., Hubbard, I., & Sinclair, R. (2024). Secondary teachers’ perceptions of students’ receptivity to social and emotional learning. Educational Research: Theory & Practice, 35(4), 60–70. https://files.eric.ed.gov/fulltext/EJ1449987.pdf
  41. UMT American Indian Governance & Policy Institute (AIGPI). (2025). Land-based cultural practices show promise for youth wellbeing: Policy report. University of Montana. 
  42. UNESCO. (2019). Indigenous peoples: Education and inclusion. United Nations Educational, Scientific and Cultural Organization. 
  43. United Nations. (2007). United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP). https://tinyurl.com/4k9kzy3u
  44. Vasquez, S. (2022). Moving beyond content knowledge: Examining the impacts of a culturally responsive microbiology curriculum. Frontiers in Education, 7, Article 956115. https://doi.org/10.3389/feduc.2022.956115
  45. Waddington, J., Siqués, C., Vilà, M.C., & Moreno, M.N. (2020). A funds of knowledge approach to promoting school engagement. Psicologia em Pesquisa, 14(1), 132–148. https://doi.org/10.34019/1982-1247.2020.v14.27698 
  46. Yatim, H., Jayadi, K., Jamilah, J., Abduh, A., & Prusdianto, P. (2025). Integrating cultural heritage into education: The supportive role of schools in traditional festivals in West Sulawesi. Discover Education, 4(1), 379. https://doi.org/10.1007/s44217-025-00847-2
  47. Yunting, J.D. (2025). Integrating Indigenous knowledge systems into the basic education curriculum challenges and opportunities. (Doctoral dissertation), La Salle University.
  48. Zeng, Y., Isleem, H., Tejani, G., Jahami, A., & Alnowibet, K. (2025). Examining the impact of culturally responsive teaching and identity affirmation on student outcomes: A mixed-methods study in diverse educational settings. International Journal of Educational Development, 117, 103376. https://doi.org/10.1016/j.ijedudev.2025.103376

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic