Uncovering Diversity in Social Studies Through Culturally Responsive Pedagogy Among Indigenous Students in The Philippines

AUTHOR(S)

Jennifer Cawaling-Mauntol & Shirley A. Padua

ABSTRACT

Abstract- This qualitative study uncovers the diversity in Social Studies through Culturally Responsive Pedagogy among indigenous students in the Philippines. The study was participated by the Junior High School Social Studies teachers from the two public school in the Municipality of Lumbatan, Lanao Del Sur. To gather information about the JHS Social Studies teachers’ teaching strategies, their perspectives on CRT, approaches that support CRT practices, and potential challenges in the CRT process, an asynchronous online interview using a validated self-created survey questionnaire was used. The findings show that the most current teaching strategies of the Social Studies teachers focuses on the development of students’ soft skills such as critical thinking, socialization, and self-confidence. Three themes emerged from the CRT perspectives of the JHS Social Studies teachers which are: Personalized Learning, Language Literacy, and Inclusive Classroom with Interaction and Collaboration. The findings suggest that most teachers perceived that CRT is a contextualized approach. However, Contextualization and localization are the least current CRT strategies used by Social Studies teachers. The most used CRT Strategy is collaboration and cooperative learning however, these approaches are the least supported by the teachers’ perspectives on CRT. Moreover, if a teacher is unaware of a student’s background, some issues, such as discrimination and bullying, may arise. Finally, to enhance the JHS Social Studies teachers’ CRT approaches, an enhanced faculty development program for culturally responsive teaching in Social Studies was proposed.