This study used a poststructuralist approach in pursuit of a postcolonial critique agenda in education. It aims to provide a poststructural analysis and critique of the Indigenous Peoples’ Education (IPEd) policy in the Philippines to uncover the discourses, silences, and effects that facilitate the constitution of governance and subjectivities of policy. Policy here is taken to mean a selected assemblage of fundamental policy documents and audio-video materials from official sources and communications that defines, explains, and lays out the rationale and the general mechanics of IPEd. The What is the Problem Represent to be or WPR approach was used to analyze the two main policy documents and the poststructural interview analysis was used to examine the interviews conducted among five public school teachers in IPEd-implementing schools within the indigenous Tumandok lands of central Panay Island Philippines, and one volunteer teachers of the itinerant Lumad Bakwit schools.
The IPEd through its IPEd policy sees the academic underachievement of the learners of indigenous backgrounds as the problem and it offers culturally relevant and responsive pedagogy as a solution largely through integration and representation of indigenous cultural elements into instruction. This entails the institutional creation of the indigeneity through extraction of local indigenous cultural elements and appropriating them into familiar neoliberal categories through the constitutive mechanisms of instructional localization and indigenization that use educational psychology and standardized assessments to achieve the non-negotiable curricular competencies. Through IPEd, the curricular competencies the productive teacher could better produce the self-regulated learner that is ready for further educational upgrades and eventual extraction from the local community through the efforts of the productive teacher within the formal school as the site of production.
Despite the seeming pervasiveness of this regime, brief moments of resistance and un-making could still happen. An inroad to the world of the Lumad school opened through the analysis and reflection of the experience of a volunteer teacher in an indigenous school operated by a non-government organization who provided an alternative problematization of IPEd. He framed it instead as an indigenous peoples’ education that gives the indigenous peoples the power to design their local indigenous leaning systems based on their ontologies, epistemologies, and values instead of satisfying the designs and targets of centralized state curriculum. This education is deeply rooted both in their histories of struggle for control of their ancestral lands against state-back encroachments and their profound wisdom of and relationship with the land grounded on nurturance rather than resource extraction that is emblematic of the systematic nature of the neoliberal aesthetic in formal schools. The Lumad school community operates with the discursive practice of pag-uusap or extensive communal conversations and discussions as a way of fostering egalitarian relationships and as a way of co-producing practical knowledge in the community. These analysis of documents and interviews reveal that while the epistemic regimes of formal education facilitated through IPEd may appear inescapable and hard to challenge in its productive subject making because they have been intensely largely normalized, inroads to sites of production of indigenous peoples education subjectivities could still be made and the old programming that the formal education project of creating neoliberal same-ness has built so far among schooled individuals could be gradually challenged and un-made.

TABLE OF CONTENTS

ACKNOWLEDGEMENT..........................................................................................................................i
DEDICATION...............................................................................................................................v
ABSTRACT.................................................................................................................................vii
TABLE OF CONTENTS........................................................................................................................ix
LIST OF FIGURES..........................................................................................................................xiii
LIST OF TABLES...........................................................................................................................xv
LIST OF ABBREVIATIONS....................................................................................................................xvii

CHAPTER1. INTRODUCTION...................................................................................................................1
1.1. Background of the Study.............................................................................................................1
1.2. Objective of the Study..............................................................................................................3
1.3. Research Questions..................................................................................................................6
1.4. Theoretical Perspective.............................................................................................................7
1.5. Theoretical and Conceptual Framework................................................................................................9
1.6. Definition of Terms.................................................................................................................16
1.7. Significance of the Study...........................................................................................................20
1.8. Scope and Delimitation..............................................................................................................23

CHAPTER 2. LITERATURE REVIEW.............................................................................................................27
2.1. Poststructuralist and Postcolonial Influences.......................................................................................28
2.2. Contemporary Education Policy: Producing the Subject................................................................................30
2.3. Key International Policies on Indigenous Peoples’ Education........................................................................34
2.4. A Concise Review of Formal Education in the Philippines.............................................................................39
2.5. Globalization and the Neoliberal Ethos in Education.................................................................................44
2.6. Indigenous Education through Cultural Revitalization................................................................................52
2.7. Indigenous Peoples Education in the Philippines.....................................................................................59
2.8. Governmentality in Education........................................................................................................69
2.9. Knowledge and the Discursive Turn in Educational Policy Studies.....................................................................73
2.9. Summary.............................................................................................................................85

CHAPTER3. METHODOLOGY....................................................................................................................87
3.1. Acknowledging My Social Self........................................................................................................87
3.2. Research Design and Method..........................................................................................................89
3.3. Context and Participants............................................................................................................92
3.4. Data Sources and Collection.........................................................................................................103
3.5. Data Analysis.......................................................................................................................104
3.6. Addressing Ethical Concerns.........................................................................................................112
3.7. Organization of the Analyses and Discussions........................................................................................112

CHAPTER 4. WPR ANALYSIS OF THE IPED POLICY...............................................................................................115
4.1. IPEd Pedagogy Addresses Low Academic Participation and Learning Success among Learners of Indigenous Backgrounds....................119
4.2. Education as a Human Right for a Culturally Based Learning that Leads to Schooling Success..........................................120
4.3. Neoliberal Economic Directives and Multicultural Education Approaches...............................................................126
4.4. The Indigenous as Deficient, Indigeneity as an Extractable Resources, and Learners as Potential Workers.............................139
4.5. IPEd as the Arbiter, Producer, and Performative Platform of Institutionally-Sanctioned Indigeneity..................................151
4.6. From a Curriculum Competency-Centric to an Indigenous Community-Based Notion and Approach to IPEd...................................165
4.7. Summary of the WPR Analysis.........................................................................................................172

CHAPTER 5. POSTSTRUCTURAL INTERVIEW ANALYSIS.............................................................................................177
5.1. Achieving Standard Curricular Competencies is Paramount.............................................................................178
5.2. Progressive Frameworks as Norms for Efficiently Educating the Child.................................................................182
5.3. Achieving Desired Competencies among Learners through Educational Psychology-based Localization and Indigenization.................188
5.4. Productive Teachers, Self-Regulated Learners, and Tamed Indigeneity for the Academic World of Formal School.........................195
5.5. IPEd Teachers Extract Indigeneity and Use It to Produce Potential Professionals.....................................................206
5.6. Teachers are More Loyal to the Children’s Welfare than
to the Curriculum........................................................................................................................214
5.7. A Rare Chance to Reflectively Think and Talk about IPEd.............................................................................222
5.8. Summary of the IPEd Teachers’ Poststructuralist Interview Analysis.................................................................225
5.9. Epilogue: We are Produced by What we Endorse and Consume............................................................................227

CHAPTER 6. EXAMINING MY PROBLEMATIZATION.................................................................................................231
6.1. A Need for a Community-Grounded Education...........................................................................................233
6.2. Eduksyong Mapagpalaya (Emancipatory Education): To Insists on Learning is to Struggle for Cultural Self-Determination...............233
6.3. An Education that Privileges the Unstructured, Deliberative, and Immediate..........................................................238
6.4. An (Overly) Passionate Defense of the Land..........................................................................................242
6.5. An Experiment on Egalitarian Knowledge Exploration and Production as a Dissent Struggle.................................................................................................................................245
6.6. The Lumad Perspective and Method as Spaces for Struggle.............................................................................246
6.7. Brad Does Not Speak DepEd IPEd......................................................................................................249
6.8. Epilogue: Brad and the Alternative He Embraced......................................................................................250

CHAPTER 7. SUMMARY, CONCLUSION, IMPLICATIONS, LIMITATIONS, AND RECOMMENDATIONS...........................................................255
7.1. General Summary.....................................................................................................................255
7.2. Conclusion..........................................................................................................................267
7.3. Implications........................................................................................................................262
7.4. Limitations.........................................................................................................................264
7.5. Recommendations.....................................................................................................................264

REFERENCES...............................................................................................................................269
APPENDICES...............................................................................................................................317
Appendix A: Department Order Number 62, series of 2011: Adopting the National Indigenous Peoples Education (IPEd) Policy Framework.......317
Appendix B: Department Order Number 32, series of 2015: Adopting the National Indigenous Peoples Education Curriculum Framework..........323
Appendix C: Schedule of the Three-Day Division Level Webinar on IPEd.....................................................................351
Appendix D: Indigenous Peoples’ Education (IPEd) Virtual Coordinating Meeting...........................................................357
Appendix E: Letter Requesting Access and Use the Video Recording of the IPEd Virtual Trainings (August – September 2020)................363
Appendix F: Letter to the Panay Island IPEd Teachers for Interview Request...............................................................365
Appendix G: Letter for SOS Secretariat Requesting for Interviews.........................................................................367
Appendix H: Letter to the Lumad School IPEd Teachers for Interview Request...............................................................369
Appendix I: Informed Consent Form for IPEd Teachers......................................................................................371
Appendix J: Interview Schedule for IPEd and Lumad School Teachers........................................................................375
Appendix K: Interview Excerpts...........................................................................................................379

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