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Who are the IPs final.pptx- Lecture on IPED in the Philippines

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PERSPECTIVES ON CULTURE AND IMPLICATIONS FOR EDUCATION Indigenous Peoples Education Office Indigenous Peoples Education Office (IPsEO) INDIGENOUS PEOPLES SITUATIONER
DEPARTMENT OF EDUCATION HISTORY OF EXCLUSION, HISTORY OF ASSERTION 2
DEPARTMENT OF EDUCATION EARTH-BASED Agro-forest-based Lowland cultivation-based Huting-gathering-based Sea and island-based 3
DEPARTMENT OF EDUCATION 4 SITWASYONG KINAKAHARAP Displacement/loss of AD Degeneration/Loss of Cultural Practices Discrimination/Ridicule/ Bullying Lack of acces to social services Preservation of resources Preservation of culture K A L U P A A N
DEPARTMENT OF EDUCATION Period of Interdependent Cultural Communities We had our own societies With our own self-governance system Our own commerce and trade Our own social justice system And our own systems of passing on knowledge OUR HERITAGE 5
DEPARTMENT OF EDUCATION PANANAKOP 6
DEPARTMENT OF EDUCATION DISCOVERY DOCTRINE TERRA NULLIUS DOCTRINE a Latin term that means land belonging to no one In international law, this means a territory which has never been subject to sovereignty of any state or over which any prior sovereign has expressly or implicitly relinquished sovereignty. Sovereignty over territory which is terra nullius can be acquired by occupation. 7
DEPARTMENT OF EDUCATION Jura Regalia - all lands belong to the King who vests the right to own and use land to certain people (e.g. encomienda system). 8 REGALIAN DOCTRINE
DEPARTMENT OF EDUCATION Economic Political Cultural 9 POLICY OF SUBJUGATION
DEPARTMENT OF EDUCATION 10 POLICY OF SUBJUGATION
DEPARTMENT OF EDUCATION Uncivilized - Pagan Wild races Hispanized Christianized Indio 11 POLICY OF SUBJUGATION
DEPARTMENT OF EDUCATION 12 Roddy, H. Justine. 1915. Complete Geography. Philippine Edition. New York/Cincinnati/Chicago American Book Company. POLICY OF SUBJUGATION
DEPARTMENT OF EDUCATION 13 Roddy, H. Justine. 1915. Complete Geography. Philippine Edition. New York/Cincinnati/Chica go American Book Company. POLICY OF SUBJUGATION
DEPARTMENT OF EDUCATION Land Registration Act of 1902 Enacted on November 6, 1902 by the Philippine Commission (Act 496) Inspired by Sir Robert Torrens of South Australia Torrens System Required all lands to be registered; those not registered belonged to the State 14
DEPARTMENT OF EDUCATION BENEVOLENT ASSIMILATION 15 National Education System
DEPARTMENT OF EDUCATION EXCLUSION Political exclusion community customary governance was considered illegitimate or invalid Economic exclusion sources of livelihood are not recognized Social exclusion identity is considered less; discrimination Knowledge exclusion wisdom and practices are considered backward, primitive 16
DEPARTMENT OF EDUCATION EXCLUSION Political exclusion Economic exclusion Social exclusion knowledge exclusion 17 Culture of a people Collective and individual identity Knowledges and wisdom EXCLUDED
DEPARTMENT OF EDUCATION COMMUNITY EXPERIENCE: EDUCATION Schooling as a venue of discrimination Teachers and classmates Teaching methods, evaluation tools, management Schooling as an experience of non-being IP life misrepresented or absent in content IP life and knowledge viewed as backward or invalid Community context is not addressed Discussion is limited to surface culture (e.g., songs, clothes, food) leading to a shallow understanding of IPs as a people and culture as a process 18
DEPARTMENT OF EDUCATION Difficulty in learning the needed competencies Loss of respect for ones culture and heritage Low self-esteem, sense of shame, loss of cultural identity Focus on own success Agent of community disunity 19 COMMUNITY EXPERIENCE: EDUCATION Impact on IP learners:
DEPARTMENT OF EDUCATION DISCRIMINATION 20 Disintegrating sense of self and identity Ikinahihiya ang sarili Di sibilisado Bobo Madumi Pagano Superstitious With tails Primitive Lazy
DEPARTMENT OF EDUCATION AGE OF NATION BUILDING 1945 - 1995 PERPETUATION OF: DOCTRINE OF DISCOVERY REGALIAN DOCTRINE ASSIMILATION 21 Government Policy towards IPs
DEPARTMENT OF EDUCATION Government Policy towards IPs Spanish period Subjugation (reduccion, burning of villages) Assimilation (conversion, settlements, education) American Period Subjugation (burning of villages) Assimilation (Bureau for Non-Christian Filipinos) Philippine Government (1945-1986) Assimilation (Commission on National Integration, Presidential Assistance for National Minorities ) 22
DEPARTMENT OF EDUCATION MINORITIZATION - socio-cultural political process of disenfranchising, denying, non- recognition and exclusion of a significant dimension of a culture or peoples, or the whole culture by another culture or peoples through policy and socio-cultural practice 23 Government Policy towards IPs
DEPARTMENT OF EDUCATION 24 Driven from our lands Erasing of our identities and cultures through assimilation Violence against our knowledges INSTITUTIONALIZED Policies and Programs Government Policy towards IPs
DEPARTMENT OF EDUCATION 25 INSTITUTIONALIZED Policies and Programs Marginalized Worldview and identity POVERTY IN IP COMMUNITIES Marginalized basic services Government Policy towards IPs
DEPARTMENT OF EDUCATION 26 INSTITUTIONALIZED Policies and Programs POVERTY IN IP COMMUNITIES Government Policy towards IPs
DEPARTMENT OF EDUCATION 27 EXCLUSION BY ASSIMILATION: Economic, Political and Cultural Assimilation BY MINORITIZATION: Disregard of rights contributed largely to conditions of POVERTY History of exclusion and marginalization
DEPARTMENT OF EDUCATION 28 Infieles Non-Christian Tribes Cultural Tribes Cultural Minorities Tribal Filipinos MINORITIZATION History of exclusion and marginalization
DEPARTMENT OF EDUCATION Pagtugon sa Sitwasyon 29 Napipilitang pumaloob sa ibang kultura assimilation Lumalayo pamayanang personal Makipamuhay na kinikilala ng iba ang pagiging katutubo Mag-organisa ng sarili
DEPARTMENT OF EDUCATION BASIS FOR ASSERTIONS 30
DEPARTMENT OF EDUCATION NATIONAL 31 Due respect to being human
DEPARTMENT OF EDUCATION 32 NATIONAL Phil. Constitution (1987) - Article II. Sec 22. The State recognizes and promotes the rights of indigenous cultural communities within the framework of national unity and development. Republic Act 8371 or IPRA of 1997 - Right to our ancestral domain - Self-governance and empowerment - Cultural integrity - Human rights
DEPARTMENT OF EDUCATION 33 1993 International Year of IPs; August 9 as International Day of IPs 1994-2004 International Decade of Indigenous Peoples 2000 establishment of the UN Permanent Forum on Indigenous Issues. UN ECOSOC resolution 2000/22 INTERNATIONAL
DEPARTMENT OF EDUCATION INTERNATIONAL 34 2001 Special Rapporteur on the Human Rights and Fundamental freedoms of Indigenous Peoples 2004-2015 Second International Decadeof Indigenous Peoples Sept. 2007 adoption of the UN Declaration on the Rights of IPs
DEPARTMENT OF EDUCATION 35 Infieles Non-Christian Tribes Cultural Tribes Cultural Minorities Tribal Filipinos MINORITIZATION Indigenous Peoples INTERNATIONAL
DEPARTMENT OF EDUCATION 36
DEPARTMENT OF EDUCATION INTERNATIONAL 37 ETHNOCIDE the loss of identity of people with a distinct culture and identity because of policies that destroy their source of livelihood, use of language, practice of their own systems, traditions and crafts, religion, and beliefs. Rodolfo Staven, 1990 The Ethnic Question (A Study of the UN on Ethnic Issues)
DEPARTMENT OF EDUCATION Since colonization, the ability of indigenous peoples to maintain their responsibility as custodians of their lands has been seriously inhibited. The dominant models of development have compromised indigenous peoples in every aspect of their daily lives, including through the imposition of large infrastructure projects on their lands without their consent. This has generated poverty and severe inequality, massive environmental devastation and human rights violations. 38 CONTINUING CHALLENGES
DEPARTMENT OF EDUCATION The serious rupture to the fabric of social life in indigenous communities as manifested in family breakdowns, alcoholism, and suicide among young people has been fuelled further by this model. In addition, it ignores indigenous peoples own governance, economic, social, education, cultural, spiritual and knowledge systems and the natural resources that have sustained them through the generations. Indigenous Peoples: Development with Culture and Identity Articles 3 and 32 of the United Nations Declaration on the Rights of Indigenous Peoples 39
DEPARTMENT OF EDUCATION DO 62 s 2011 40 This DepEd Order recognizes the faults of the past. It is an invitation for us to change our perspective the glasses that we normally use to see reality and exchange that with a perspective that allows us to really be inclusive. Furthermore, it is an invitation to learn with, not just to teach in, indigenous communities that have always been in the sidelines. Sec. Armin A. Luistro, SFC
DEPARTMENT OF EDUCATION The challenges continue 41 GLOBALIZATION
DEPARTMENT OF EDUCATION 42
DEPARTMENT OF EDUCATION 43
DEPARTMENT OF EDUCATION Indigenous Peoples in the World 44
DEPARTMENT OF EDUCATION 45 Indigenous communities, peoples and nations are those which, having a historical continuity with pre-invasion and pre-colonial societies that developed on their territories, consider themselves distinct from other sector of the societies now prevailing on those territories, or parts of them. UN Secretariat of the Permanent Forum on Indigenous Issues United Nations (UN)
DEPARTMENT OF EDUCATION 46 They form at present non-dominant sectors of society and are determined to preserve, develop and transmit to future generations their ancestral territories, and their ethnic identity, as the basis of their continued existence as peoples, in accordance with their own cultural patterns, social institutions and legal system. UN Secretariat of the Permanent Forum on Indigenous Issues United Nations
DEPARTMENT OF EDUCATION IPRA Indigenous Peoples Right Act (RA 8371), Chapter II, Sec. 3 (h) Indigenous Cultural Communities/ Indigenous Peoples - refer to a group of people or homogenous societies identified by self-ascription and ascription by others, who have continuously lived as organized community on communally bounded and defined territory, and who have, under claims of ownership since time immemorial, occupied, possessed and utilized such territories, sharing common bonds of language, customs, traditions and other distinctive cultural traits (continued) 47
DEPARTMENT OF EDUCATION IPRA or who have, through resistance to political, social and cultural inroads of colonization, non- indigenous religions and cultures, became historically differentiated from the majority of Filipinos. ICCs/IPs shall likewise include peoples who are regarded as indigenous on account of their descent from the populations which inhabited the country, at the time of conquest or colonization, or at the time of inroads of non-indigenous religions and cultures, or the establishment of present state boundaries (continued) 48
DEPARTMENT OF EDUCATION who retain some or all of their own social, economic, cultural and political institutions, but who may have been displaced from their traditional domains or who may have resettled outside their ancestral domains. 49 IPRA
DEPARTMENT OF EDUCATION Maraming Salamat! 50 Paaralang Mangyan na Angkop sa Kulturang Aalagan (PAMANAKA) Aeta Mission Episcopal Commission on Indigenous Peoples (ECIP) Clipart http://bahay-kubo.org
DEPARTMENT OF EDUCATION 51

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Who are the IPs final.pptx- Lecture on IPED in the Philippines

  • 1. PERSPECTIVES ON CULTURE AND IMPLICATIONS FOR EDUCATION Indigenous Peoples Education Office Indigenous Peoples Education Office (IPsEO) INDIGENOUS PEOPLES SITUATIONER
  • 2. DEPARTMENT OF EDUCATION HISTORY OF EXCLUSION, HISTORY OF ASSERTION 2
  • 3. DEPARTMENT OF EDUCATION EARTH-BASED Agro-forest-based Lowland cultivation-based Huting-gathering-based Sea and island-based 3
  • 4. DEPARTMENT OF EDUCATION 4 SITWASYONG KINAKAHARAP Displacement/loss of AD Degeneration/Loss of Cultural Practices Discrimination/Ridicule/ Bullying Lack of acces to social services Preservation of resources Preservation of culture K A L U P A A N
  • 5. DEPARTMENT OF EDUCATION Period of Interdependent Cultural Communities We had our own societies With our own self-governance system Our own commerce and trade Our own social justice system And our own systems of passing on knowledge OUR HERITAGE 5
  • 7. DEPARTMENT OF EDUCATION DISCOVERY DOCTRINE TERRA NULLIUS DOCTRINE a Latin term that means land belonging to no one In international law, this means a territory which has never been subject to sovereignty of any state or over which any prior sovereign has expressly or implicitly relinquished sovereignty. Sovereignty over territory which is terra nullius can be acquired by occupation. 7
  • 8. DEPARTMENT OF EDUCATION Jura Regalia - all lands belong to the King who vests the right to own and use land to certain people (e.g. encomienda system). 8 REGALIAN DOCTRINE
  • 10. DEPARTMENT OF EDUCATION 10 POLICY OF SUBJUGATION
  • 11. DEPARTMENT OF EDUCATION Uncivilized - Pagan Wild races Hispanized Christianized Indio 11 POLICY OF SUBJUGATION
  • 12. DEPARTMENT OF EDUCATION 12 Roddy, H. Justine. 1915. Complete Geography. Philippine Edition. New York/Cincinnati/Chicago American Book Company. POLICY OF SUBJUGATION
  • 13. DEPARTMENT OF EDUCATION 13 Roddy, H. Justine. 1915. Complete Geography. Philippine Edition. New York/Cincinnati/Chica go American Book Company. POLICY OF SUBJUGATION
  • 14. DEPARTMENT OF EDUCATION Land Registration Act of 1902 Enacted on November 6, 1902 by the Philippine Commission (Act 496) Inspired by Sir Robert Torrens of South Australia Torrens System Required all lands to be registered; those not registered belonged to the State 14
  • 15. DEPARTMENT OF EDUCATION BENEVOLENT ASSIMILATION 15 National Education System
  • 16. DEPARTMENT OF EDUCATION EXCLUSION Political exclusion community customary governance was considered illegitimate or invalid Economic exclusion sources of livelihood are not recognized Social exclusion identity is considered less; discrimination Knowledge exclusion wisdom and practices are considered backward, primitive 16
  • 17. DEPARTMENT OF EDUCATION EXCLUSION Political exclusion Economic exclusion Social exclusion knowledge exclusion 17 Culture of a people Collective and individual identity Knowledges and wisdom EXCLUDED
  • 18. DEPARTMENT OF EDUCATION COMMUNITY EXPERIENCE: EDUCATION Schooling as a venue of discrimination Teachers and classmates Teaching methods, evaluation tools, management Schooling as an experience of non-being IP life misrepresented or absent in content IP life and knowledge viewed as backward or invalid Community context is not addressed Discussion is limited to surface culture (e.g., songs, clothes, food) leading to a shallow understanding of IPs as a people and culture as a process 18
  • 19. DEPARTMENT OF EDUCATION Difficulty in learning the needed competencies Loss of respect for ones culture and heritage Low self-esteem, sense of shame, loss of cultural identity Focus on own success Agent of community disunity 19 COMMUNITY EXPERIENCE: EDUCATION Impact on IP learners:
  • 20. DEPARTMENT OF EDUCATION DISCRIMINATION 20 Disintegrating sense of self and identity Ikinahihiya ang sarili Di sibilisado Bobo Madumi Pagano Superstitious With tails Primitive Lazy
  • 21. DEPARTMENT OF EDUCATION AGE OF NATION BUILDING 1945 - 1995 PERPETUATION OF: DOCTRINE OF DISCOVERY REGALIAN DOCTRINE ASSIMILATION 21 Government Policy towards IPs
  • 22. DEPARTMENT OF EDUCATION Government Policy towards IPs Spanish period Subjugation (reduccion, burning of villages) Assimilation (conversion, settlements, education) American Period Subjugation (burning of villages) Assimilation (Bureau for Non-Christian Filipinos) Philippine Government (1945-1986) Assimilation (Commission on National Integration, Presidential Assistance for National Minorities ) 22
  • 23. DEPARTMENT OF EDUCATION MINORITIZATION - socio-cultural political process of disenfranchising, denying, non- recognition and exclusion of a significant dimension of a culture or peoples, or the whole culture by another culture or peoples through policy and socio-cultural practice 23 Government Policy towards IPs
  • 24. DEPARTMENT OF EDUCATION 24 Driven from our lands Erasing of our identities and cultures through assimilation Violence against our knowledges INSTITUTIONALIZED Policies and Programs Government Policy towards IPs
  • 25. DEPARTMENT OF EDUCATION 25 INSTITUTIONALIZED Policies and Programs Marginalized Worldview and identity POVERTY IN IP COMMUNITIES Marginalized basic services Government Policy towards IPs
  • 26. DEPARTMENT OF EDUCATION 26 INSTITUTIONALIZED Policies and Programs POVERTY IN IP COMMUNITIES Government Policy towards IPs
  • 27. DEPARTMENT OF EDUCATION 27 EXCLUSION BY ASSIMILATION: Economic, Political and Cultural Assimilation BY MINORITIZATION: Disregard of rights contributed largely to conditions of POVERTY History of exclusion and marginalization
  • 28. DEPARTMENT OF EDUCATION 28 Infieles Non-Christian Tribes Cultural Tribes Cultural Minorities Tribal Filipinos MINORITIZATION History of exclusion and marginalization
  • 29. DEPARTMENT OF EDUCATION Pagtugon sa Sitwasyon 29 Napipilitang pumaloob sa ibang kultura assimilation Lumalayo pamayanang personal Makipamuhay na kinikilala ng iba ang pagiging katutubo Mag-organisa ng sarili
  • 30. DEPARTMENT OF EDUCATION BASIS FOR ASSERTIONS 30
  • 31. DEPARTMENT OF EDUCATION NATIONAL 31 Due respect to being human
  • 32. DEPARTMENT OF EDUCATION 32 NATIONAL Phil. Constitution (1987) - Article II. Sec 22. The State recognizes and promotes the rights of indigenous cultural communities within the framework of national unity and development. Republic Act 8371 or IPRA of 1997 - Right to our ancestral domain - Self-governance and empowerment - Cultural integrity - Human rights
  • 33. DEPARTMENT OF EDUCATION 33 1993 International Year of IPs; August 9 as International Day of IPs 1994-2004 International Decade of Indigenous Peoples 2000 establishment of the UN Permanent Forum on Indigenous Issues. UN ECOSOC resolution 2000/22 INTERNATIONAL
  • 34. DEPARTMENT OF EDUCATION INTERNATIONAL 34 2001 Special Rapporteur on the Human Rights and Fundamental freedoms of Indigenous Peoples 2004-2015 Second International Decadeof Indigenous Peoples Sept. 2007 adoption of the UN Declaration on the Rights of IPs
  • 35. DEPARTMENT OF EDUCATION 35 Infieles Non-Christian Tribes Cultural Tribes Cultural Minorities Tribal Filipinos MINORITIZATION Indigenous Peoples INTERNATIONAL
  • 37. DEPARTMENT OF EDUCATION INTERNATIONAL 37 ETHNOCIDE the loss of identity of people with a distinct culture and identity because of policies that destroy their source of livelihood, use of language, practice of their own systems, traditions and crafts, religion, and beliefs. Rodolfo Staven, 1990 The Ethnic Question (A Study of the UN on Ethnic Issues)
  • 38. DEPARTMENT OF EDUCATION Since colonization, the ability of indigenous peoples to maintain their responsibility as custodians of their lands has been seriously inhibited. The dominant models of development have compromised indigenous peoples in every aspect of their daily lives, including through the imposition of large infrastructure projects on their lands without their consent. This has generated poverty and severe inequality, massive environmental devastation and human rights violations. 38 CONTINUING CHALLENGES
  • 39. DEPARTMENT OF EDUCATION The serious rupture to the fabric of social life in indigenous communities as manifested in family breakdowns, alcoholism, and suicide among young people has been fuelled further by this model. In addition, it ignores indigenous peoples own governance, economic, social, education, cultural, spiritual and knowledge systems and the natural resources that have sustained them through the generations. Indigenous Peoples: Development with Culture and Identity Articles 3 and 32 of the United Nations Declaration on the Rights of Indigenous Peoples 39
  • 40. DEPARTMENT OF EDUCATION DO 62 s 2011 40 This DepEd Order recognizes the faults of the past. It is an invitation for us to change our perspective the glasses that we normally use to see reality and exchange that with a perspective that allows us to really be inclusive. Furthermore, it is an invitation to learn with, not just to teach in, indigenous communities that have always been in the sidelines. Sec. Armin A. Luistro, SFC
  • 41. DEPARTMENT OF EDUCATION The challenges continue 41 GLOBALIZATION
  • 44. DEPARTMENT OF EDUCATION Indigenous Peoples in the World 44
  • 45. DEPARTMENT OF EDUCATION 45 Indigenous communities, peoples and nations are those which, having a historical continuity with pre-invasion and pre-colonial societies that developed on their territories, consider themselves distinct from other sector of the societies now prevailing on those territories, or parts of them. UN Secretariat of the Permanent Forum on Indigenous Issues United Nations (UN)
  • 46. DEPARTMENT OF EDUCATION 46 They form at present non-dominant sectors of society and are determined to preserve, develop and transmit to future generations their ancestral territories, and their ethnic identity, as the basis of their continued existence as peoples, in accordance with their own cultural patterns, social institutions and legal system. UN Secretariat of the Permanent Forum on Indigenous Issues United Nations
  • 47. DEPARTMENT OF EDUCATION IPRA Indigenous Peoples Right Act (RA 8371), Chapter II, Sec. 3 (h) Indigenous Cultural Communities/ Indigenous Peoples - refer to a group of people or homogenous societies identified by self-ascription and ascription by others, who have continuously lived as organized community on communally bounded and defined territory, and who have, under claims of ownership since time immemorial, occupied, possessed and utilized such territories, sharing common bonds of language, customs, traditions and other distinctive cultural traits (continued) 47
  • 48. DEPARTMENT OF EDUCATION IPRA or who have, through resistance to political, social and cultural inroads of colonization, non- indigenous religions and cultures, became historically differentiated from the majority of Filipinos. ICCs/IPs shall likewise include peoples who are regarded as indigenous on account of their descent from the populations which inhabited the country, at the time of conquest or colonization, or at the time of inroads of non-indigenous religions and cultures, or the establishment of present state boundaries (continued) 48
  • 49. DEPARTMENT OF EDUCATION who retain some or all of their own social, economic, cultural and political institutions, but who may have been displaced from their traditional domains or who may have resettled outside their ancestral domains. 49 IPRA
  • 50. DEPARTMENT OF EDUCATION Maraming Salamat! 50 Paaralang Mangyan na Angkop sa Kulturang Aalagan (PAMANAKA) Aeta Mission Episcopal Commission on Indigenous Peoples (ECIP) Clipart http://bahay-kubo.org