Viability of Multicultural Education in promoting cultural pluralism and understanding in the Philippines

John N. Abletis
Introduction
The Philippines is home to more than one hundred enthnolinguistic groups, each with distinctive
way of life, beliefs, customs, and traditions. These variations made the Philippines culturally diverse, a
strength but also a source of weaknesses. With different historical experiences, these enthnolinguistic
groups became stratified based on their relationship with dominant power groups in the country during
the colonial period (i.e. with the Spaniards and with the Americans). Although foreign domination ended
explicitly when an autonomous and legitimized Republic was established, hierarchy in cultural groups
produced during the colonial period still prevails in the present. With the Tagalog being the majority, who
occupies the dominant positions in the public and national-cultural spheres, followed by the Bisayas, the
Ilocanos, and the rest, provided they came in direct and prolonged contact with the western powers,
indigenous cultural communities became marginalized not only in numbers but also in national decision-
making activities and provision of social and economic services by the government. Consequential and/or
preferential isolation due to historical circumstances and present operation of the government, the
national economy, the mass media, and education then made indigenous peoples’ isolation and neglect
self perpetuating, thus continuing their long experience of prejudice and discrimination.
Today, movements around the world are calling for respect on indigenous peoples’ rights and the
importance of their participation in societal processes. Cultural relativism, pluralism, toleration, and
understanding are some of the slogans used by campaigners in defending IPs/ICCs rights, in promoting
human cultural diversity, and in dreaming of a humanistic world without known colors and cultural
distinctions.

Concepts
Cultural Relativism – “[T]he doctrine that no culture is inherently superior or inferior to others, but that,
since every culture represents an adaptive solution to fundamental human problems, all cultures
are ‘equally valid” (Sanderson, 1999, p. 24). “Culture is relative, and no cultural practice is good
or bad by itself. Hence, the elements of a culture should be viewed on their own terms rather than
in terms of some assumed universal standards that holds across cultures” (San Juan et.al., 2007, p.
45).
Indigenous Cultural Communities/Indigenous Peoples – “refers 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, 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 the 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, 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” (IPRA, Chap. 2, Sec. 3, ¶ h)
Multicultural education – “is a progressive approach for transforming education that holistically critiques
and responds to discriminatory policies and practices in education. It is grounded in ideals of
social justice, education equity, critical pedagogy, and a dedication to providing educational
experiences in which all students reach their full potentials as learners and as socially aware and
active beings, locally, nationally, and globally. Multicultural education acknowledges that
schools are essential to laying the foundation for the transformation of society and the elimination
of injustice” (Pol C. Gorski in www.critical_multicultural_pavillion.org). Cristobel Dechosa
argued that while it is true that ethnic and racial issues are included in the Multicultural
Education, it is not the entirety of the enterprise since Multicultural Education also includes
discussions on social class and cultural background (www.articlesbase.com/ international
-studies-articles/5-myths-about-multicultural-education-2382597.html)

Background
Conceptualization of the Multicultural Education started in the 1960’s, however, the term is
vague and wide scoping. Educators, social theorists, and activists differ in their conceptualization of ME.
Despite disagreements, there are common grounds on which arguments are made. Multicultural
Education is a fusion of theory and practice aiming for social change. Its ideals are social justice,
education equity, critical pedagogy, and a dedication to providing educational experiences to students
leading to the full actualization of their potentials. Multicultural education acknowledges that schools are
essential in laying the foundation for the transformation of society and the elimination of injustice.
Multicultural Education is critical to the society, to power relations, injustice, ideology and
hegemony, and to the powerful. It seeks to empower the underprivileged and the unheard. It promotes
participation, choice, and equality.
People’s call for participation in education policies and curriculum content are prevalent in the
western countries. In the Philippines, however, efforts are localized and not recognized. Practice of
Multicultural Education in the Philippines are alive only at educational institutions where there are high
concentration of indigenous people (e.g. Iligan Institute of Technology and the University of Southeastern
Mindanao). Many educators in the country are still unaware of the approach and its nature. The Philippine
education system is still highly westernized, despite efforts to Philippinize the approach. Reviewing
related literatures through internet sites revealed some familiarization of the concept although not
actualized. Even searching the DepEd’s database would reveal scant memo/order pertaining to such. The
Department of Education, through orders and memoranda, has been endeavoring to localize the approach
of formal education, especially in the indigenous cultural communities, through the use of native
language and the Multilingual Education approach (MLE), however, the content is still the same since
DepEd’s goal is to make ICC schools at par with other public and private schools in the country. This is
not what Multicultural Education is all about, since the latter is envisioned to promote public discourse on
issues hidden by the powerful and to encourage critical thinking among students.
This made the researcher interested in Multicultural Education as an auxiliary issue in the right to
education.
(see appendix)

Rationale for Inclusion

I am cognizant that the urgent issue as of today (since deliberation of the 2011 budget will
continue today) would be the budget for education, especially the P0.00 allotted to capital outlay of SUCs
by President Aquino. This has relevance to the right of the youth to have high quality education and to the
accessibility of tertiary education. This has been a perennial problem. But one must not forget the issues
on the content and nature of the education that we have been fighting for access to. As long at there is
society, and it is hierarchically structured, the powerful at the top position is structurally enabled to
maintain the status quo by controlling legitimizing-societal-institutions, one of which is education.
Multicultural Education as a topic should be included in the Youth Summit because (1) it
addresses the issue that education should promote total human liberation and development (Phil. Consti.
Art. 2, Sec. 17); (2) it would inevitably include human rights education in the curriculum and would
encourage critical thinking and creativity if pushed for legislation (Phil Consti. Art. 14, Sec. 3, ¶ 2.; As of
today, HRE are not well taught in the primary and secondary school levels, trainings for teachers on HRE
were conducted in 2004 but were not sustained); (3) it would address Indigenization/localization of
curriculum i.e. Curriculum based on regional and sectoral needs (Phil Consti. Art. 14, Sec. 5, ¶ 1.); (4) it
will promote IPs’ right to establish and control their educational systems and institutions through
Multicultural Education’s capability to empower people and to encourage critical thinking (IPRA
Chapter 6, Sec. 30.); (5) it will help realize the State’s endeavor to have the dignity and diversity of
the cultures, traditions, histories and aspirations of the ICCs/IPs appropriately reflected in all forms of
education, public information and cultural-educational exchange (IPRA Chapter 6, Sec. 31.); and (6)
using it as a primary approach in public and private schools could give us hope for international
solidarity, for the recognition and respect of cultural diversity and human rights, for equality and justice,
for brotherhood, and for world peace.

References:

1987 Philippine Constitution

Indigenous People Rights Act of 1997 [RA 8371]

Sanderson, S. K. (1999). Macrosociology: An Introduction to Human Societies, 4th ed., NY: Addison
Wesley Longman, Inc.

San Juan, W. R., Centeno, Ma. L. J., Tenoso, M. Q., & Anterola, M. G. (2007). Sociology, Culture, and
Family Planning: A Conceptual, Experiential, and Interactive Approach, Caloocan City:
Unlad Publishing House

www.deped.gov.ph

www.articlesbase.com/ internationalstudies-articles/5-myths-about-multiculturaleducation2382597.html

www.critical_multicultural_pavillion.org
 ON EDUCATION
ACTIONS BEING TAKEN
UDHR ISSUE NATIONAL
UDHR Art. • Phil Consti 1987, Art. 14, Sec. 2. The state shall:
26, ¶ 2. Establish and maintain, a system of free public education
¶ 1. in the elementary and high school levels. Without limiting the
Everyone has Compulsory basic natural rights of parents to rear their children, elementary
the right to education education is compulsory for all children of school age;
education.
Education
shall be free,
at least in the
elementary
and Accessibility to higher
fundamental education
stages. • ¶ 3. Establish and maintain a system of scholarship grants,
Elementary student loan programs, subsidies, and other incentives which
education shall be available to deserving students in both public and
shall be private schools, especially to the under-privileged
compulsory.
Technical
and
professional
education
shall be made
generally
available and
higher
education
shall be
equally
accessible to
all on the
basis of
merit.
UDHR Art. • Phil Consti 1987, Art. 14, Sec. 3.
26, ¶ 2. [All educational institutions] shall inculcate patriotism
¶ 2. Humanistic education; and nationalism, foster love of humanity, respect for human
Education Educational for rights, appreciation of the role of national heroes in the
shall be developing human historical development of the country, teach the rights and
directed to potential and for duties of citizenship, strengthen ethical and spiritual values,
the full promoting develop moral character and personal discipline, encourage
development international critical and creative thinking, broaden scientific and
of the human brotherhood. technological knowledge, and promote vocational efficiency.
personality
and to the
strengthening
of respect for
human rights
and
fundamental
freedoms. It
shall promote
understandin
g, tolerance
and
friendship
among all
nations,
racial or
religious
groups, and
shall further
the activities
of the United
Nations for
the
maintenance
of peace.
UDHR Art.
26, Parental Choice of • Parental Choice of School implicit;
¶ 3. Parents Education; • Participation in constructing curricula ?
have a prior Participation in
right to constructing curricula
choose the
kind of
education
that shall be
given to their
children.
1987 PHIL. ISSUES ACTIONS BEING TAKEN/ PRESENT CONDITION
CONSTI
Art. 2, Sec. • Budget allocation for education increases yearly (for 2011,
17. The State Priority to education? proposed budget is 207.3 B, higher by 12.9 % than the 2010
shall give Budget? Education budget), yet remains secondary to the budget allocated for
priority to fostering patriotism government debts (357.1B, higher by 29.2% than the year
education, and nationalism? before) (http://www.ibon.org/ibon_articles.php?id=99 )
science and Social progress? • Passing of several laws such as RA 1425 or the Rizal Act of
technology, Promoting total 1956, RA 1265 or an Act making Flag Ceremony
arts, culture, human liberation and Compulsory in all Educational Institutions (1955), RA 9163
and sports to development? or the NSTP Act of 2001, and other DepEd orders and memos
foster • Creation of several education programs (please visit
patriotism http://www.deped.gov.ph/about_deped/organizationlinks.asp?
and id=12 )
nationalism,
accelerate
social
progress, and
promote total
human
liberation and
development.
Art. 2, Sec. • Passing of RA 8371 otherwise known as the Indigenous
22. The State recognizing and People’s Rights Act (IPRA) of 1997.
recognizes promoting the rights • Establishment of the National Commission on Indigenous
and promotes of ICCs People (NCIP)
the rights of
indigenous
cultural
communities
within the
framework of
national unity
and
development
Art. 14, Sec. • Evaluation through NEAT, NAT, and NCAE
1. The State Quality education (http://www.deped.gov.ph/about_deped/organizationlinks.asp
shall protect ?id=16). CHED accreditation of TESDA centers and college
and promote programs (FAAP, AACCUP, PAASCU etc.); Ocular
the right of inspection form the DepEd and the Division Office; Faculty
all citizens to Accessibility of development programs; Infrastructures
quality education • DepEd, TESDA, and CHED scholarships
education at
all levels and
shall take
appropriate
steps to make
such
education
accessible to
all
Art. 14, Sec. Maintain and support • DepEd budget for 2011, 207.3B; budget for SUCs, 0.00
2. The State a complete, adequate, capital outlay (Capital expenditures are used to
shall: and integrated system acquire assets or improve the useful life of existing assets.)
Establish, of education
maintain, and
support a mismatch between
complete, courses taken and • NCAE; Tracking; Offering vocational courses
adequate, and need of economy • Localization of curriculum in Elementary and Secondary
integrated Schools
system of • Researches and extension services in the academe
education establishment and
• Research institutes of the government
relevant to maintenance of basic
the needs of education institutions
the people • DepEd budget for 2011, 207.3B
and society; • Free public education in elementary and high school levels

compulsory education
Establish and for children of school
maintain a age
system of • Child and Youth Welfare Code of the Philippines; RA 7610
free public and 9231(anti child-labor law of 2003)
education in • Child labor still exist, rampant in Metro Manila
elementary, (http://www.manilastandardtoday.com/insideNation.htm?
and high f=2010/june/12/nation5.isx&d=2010/june/12) and much
school levels. Accessibility of higher in the rural areas (http://www.undp.org.ph/?
Without education link=goal_2)
limiting the
natural right • DepEd, TESDA, and CHED scholarships
of parents to
rear their
children,
elementary
educations is
compulsory
for all Alternative education
children of
school age; • Inclusion of religion provided there is parental consent (Art.
14, Sec. 3, ¶ 3).
Programs for the out
• Inclusion of Madrasah in Muslim concentrated communities
Establish and of school youth
maintain a • MOTHER TONGUE-BASED MULTILINGUAL
system of EDUCATION (MTB-
scholarship Adult education MLE) (http://www.deped.gov.ph/cpanel/uploads/issuanc
grants, eImg /DM%20No.%20426%20s.%202010.pdf)
student loan • PA-BEAM, 2002-2003, AUSAID (DepEd project for
programs, Mindanao,
subsidies, http://www.deped.gov.ph/about_deped/organizationlinks.asp?
and other id=17)
incentives • Promotion and development of Arnis and other indigenous
which shall games
be available (http://www.deped.gov.ph/about_deped/organizationlink
to deserving s.asp?id=14)
students in
both public
• RA 8371, Chapter VI, Sec. 30. Educational Systems.- The
State shall provide equal access to various cultural
and private
opportunities to the ICCs/IPs through the educational system,
schools,
public or cultural entities, scholarships, grants and other
especially to
incentives without prejudice to their right to establish and
the
control their educational systems and institutions by
underprivileg
providing education in their own language, in a manner
ed.
appropriate to their cultural methods of teaching and learning.
Indigenous children/youth shall have the right to all levels
Encourage
and forms of education of the State.
non-formal,
informal, and • Development of an Alternative Learning System
indigenous Curriculum for Indigenous Peoples Education
learning (http://www.deped.gov.ph/cpanel/uploads/issuanceImg /
systems, as DO%20No.%20101%20s.%202010.pdf)
well as self- • Schools for IPs in selected ICCs
learning, (http://www.deped.gov.ph/cpanel/uploads/issuanceImg/
independent,
and out-of- DO%2042_6-15-04_00001.pdf)
school study • DepEd equivalency test leading to a high school diploma for
programs out of school youth in 2008
particularly (http://www.deped.gov.ph/cpanel/uploads/issuanceImg/o
those that ct7-youth.pdf)
respond to
community • Project REACH (MISOSA for elementary, EASE for
needs; and high school) in 2009
Provide adult (http://www.deped.gov.ph/cpanel/uploads/issuanceImg/s
citizens, the ep1709-reach.pdf)
disabled, and
in out-of-
school youth
with training
in civics,
vocational
efficiency,
and other
skills

Art. 14, Sec.

3, ¶ 2. [All
educational
institutions] inclusion of human • DepEd’s recognition of RA 9201or National Human Rights
shall rights education in the Consciousness Week Act of 2002
inculcate curriculum (http://www.deped.gov.ph/cpanel/uploads/issuanceImg/
patriotism DO%2031_4-28-03_00001.pdf)
and
• Development of Human Rights Education Curriculum and
nationalism,
training of teachers for HRE by the CHR and DepEd in 2003
foster love of
humanity, (http://www.chr.gov.ph/MAIN%
respect for 20PAGES/services/hr_promo1_ero.htm ;
human rights, http://www.deped.gov.ph /search.asp?
appreciation searchcat=m&textfield=human%20rights)
of the role of • Seminars on HR conducted by DepEd
national encouraging critical (http://www.deped.gov.ph/search.asp?
heroes in the thinking searchcat=m&textfield=human%20rights)
historical • Inclusion of HR in elementary and secondary curricula?
development
of the county,
• Art. 14, Sec. 5, ¶ 2. Academic freedom shall be enjoyed in all
teach the
institutions of higher learning.
rights and
duties of • Critical thinking in the high school level?
citizenship, • Right to peaceful assembly banned in many private
strengthen universities and colleges, repression of critical groups and
ethical and publications
spiritual
values,
develop
moral
character and
personal
discipline,
encourage
critical and
creative
thinking,
broaded
scientific and
technological
knowledge,
and promote
vocational
efficiency.
Art. 14, Sec.
5, ¶ 1. The Consultation of • Art. 14, Sec. 7. For purposes of communication and
State shall stakeholders in the instruction, the official languages in the regions shall serve as
take into development of auxiliary media of instruction therein.
account curriculum; • Alternative Learning System offered by DepEd
regional and Indigenization/localiz • Local schools in certain ICCs
sectoral ation of curriculum;
needs and Curriculum based on
conditions regional and sectoral
and shall needs
encourage
local
planning in
the
development
of
educational
policies and
programs.
Art. 14, Sec.
5, ¶ 15. The
State shall Budget for education; • Budget allocation for education increases yearly (for 2011,
assign the proposed budget is 207.3 B, higher by 12.9 % than the 2010
highest Teaching unattractive budget), yet remains secondary to the budget allocated for
budgetary due to low salary and government debts (357.1B, higher by 29.2% than the year
priority to overloading before) (http://www.ibon.org/ibon_articles.php?id=99 )
education and classrooms. • In the Congress, Representative Antonio Tinio of ACT Party
ensure that List is pushing for the upgrade of the salaries of public and
teaching will private school teachers nationwide to Salary Grade 15
attract and (P24,887) from Salary Grade 11(P15, 649). (http://www.act-
retain its
teachers.org/)
rightful share
of the best
available
talents
through
adequate
remuneration
and other
means of job
satisfaction
and
fulfillment
IPRA [RA ISSUES ACTIONS BEING TAKEN/ PRESENT CONDITION
8371]
Chapter 6,
Sec. 30.
Educational Accessibility to IPs in • CHED scholarship for members of cultural minority groups
Systems.- The ICCs (http://www.ched.gov.ph/scholarships/local.html)
State shall
provide equal
access to
various
cultural
opportunities
to the culture-based • Inclusion of religion provided there is parental consent (Art.
ICCs/IPs education 14, Sec. 3, ¶ 3).
through the • Inclusion of Madrasah in Muslim concentrated communities
educational • MOTHER TONGUE-BASED MULTILINGUAL
system, EDUCATION (MTB-
public or
MLE) (http://www.deped.gov.ph/cpanel/uploads/issuanc
cultural
entities, eImg /DM%20No.%20426%20s.%202010.pdf)
scholarships, • PA-BEAM, 2002-2003, AUSAID (DepEd project for
grants and Mindanao,
other http://www.deped.gov.ph/about_deped/organizationlinks.asp?
incentives id=17)
without
prejudice to
their right to
establish and
control their
educational
systems and
institutions
by providing
education in
their own
language, in a
manner
appropriate to
their cultural
methods of
teaching and
learning.
Indigenous
children/yout
h shall have
the right to
all levels and
forms of
education of
the State.
Chapter 6,
Sec. 31.
Recognition
of Cultural Awareness on, and • Multicultural education in DepEd no record
Diversity – reflection of, the
The State multicultural nature of
shall the Philippines
endeavor to through education and
have the public information;
dignity and Multicultural
diversity of pluralism in education
the cultures, ; recognition and
traditions, promotion of cultural
histories and diversity
aspirations of
the ICCs/IPs
appropriately Consultation with the
reflected in IPs and making them
all forms of involved in nation
education, building
public
information
and cultural-
educational
exchange.
Consequently
, the State
shall take
effective
measures, in
consultation
with
ICCs/IPs
concerned, to
eliminate
prejudice and
discriminatio
n and to
promote
tolerance,
understandin
g and good
relations
among
ICCs/IPs and
all segments
of society.
Furthermore,
the
Government
shall take
effective
measures to
ensure that
State-owned
media duly
reflect
indigenous
cultural
diversity. The
State shall
likewise
ensure the
participation
of
appropriate
indigenous
leaders in
schools,
communities
and
international
cooperative
undertakings
like festivals,
conferences,
seminars and
workshops to
promote and
enhance their
distinctive
heritage and
values.
Chapter 6,
Sec. 32.
Community
Intellectual
Rights.- ICCs
/IPs have the
right to
practice and
revitalize
their own
cultural
traditions and
customs. The
State shall
preserve,
protect and
develop the
past, present
and future
manifestation
s of their
cultures as
well as the
right to the
restitution of
cultural,
intellectual,
religious, and
spiritual
property
taken without
their free and
prior
informed
consent or in
violation of
their laws,
traditions and
customs.