Building a holistic education for Indigenous communities

Indigenous education implementers and advocates from various Indigenous communities, and civil society and government organizations in Luzon, Visayas, and Mindanao visited APC in Bendum on 23 to 24 July to understand and learn from APC’s experiences in culture-based education.

The APC Bendum visit is part of the learning exchange activity of the 2024 IP Education Partners Assembly and Learning Exchange organized by the Partnerships for Indigenous Peoples Education (PIPE) program of Assisi Development Foundation in partnership with Fr Leoni Mission Foundation Inc and held in Malaybalay, Bukidnon from 22 to 26 July 2024.

APC Executive Director Pedro Walpole SJ shared insights gained from years of working closely with the community in Bendum, emphasizing the importance of creating a holistic education system for indigenous communities, closely connected to the life and culture of the people.

APC grew with the leadership from Datu Nestor Menaling and the determination of the community. From the start, the community emphasized the importance of their culture, beginning with the practice of lakēta, which embodies warmth and inclusiveness.

Pedro said that the true success of Bendum is measured by the love and grace that fill the community. “You can only go as far as the people in your communities want to go,” Pedro said, reminding everyone that in Bendum, children are inspired by hope, while parents and elders rely on faith to overcome challenges.

It was a struggle to develop the focus and materials to have a coherent Indigenous education program. The strong and resilient structures in Bendum, such as the school buildings and bamboo houses, built by the community, show their skills and deep connection to the land.

Pedro stressed the importance of community ownership of both problems and solutions. For the Pulangiyēn in Bendum, believing in their identity and the value of their indigenous knowledge is crucial. The community’s ability to identify hundreds of plant species is not just knowledge; it’s a treasure that must be protected and passed on to future generations.

Pedro also addressed the misunderstanding of Indigenous practices, like kaingin which is often misrepresented as open slash and burn. Pedro clarified that Indigenous communities have sustainable and respectful land-use practices that are key to environmental sustainability. Educating the broader society about these practices is essential for both the environment and the communities that rely on these resources.

Another point was the importance of addressing basic needs, like food security, to ensure children can learn effectively. Pedro criticized the global focus on growing crops for livestock instead of for people, calling for a more honest approach to education and a deeper understanding of Indigenous culture.

There is a need to shift away from rigid programming towards a more compassionate approach, driven by love and care. The learning exchange participants were encouraged to reflect on their own questions, what inspired them, and the lessons they could learn from and apply in their lives and work.

This was not just a reflection on past achievements but a call to action, urging everyone to help build a future where Indigenous education is not only recognized but celebrated for its richness and vital role in the community.