Tag Archives: indigenous

Lumad Leader Bai Bibyaon Ligkayan Bigkay is 2017 UP Gawad Tandang Sora awardee

Poster from UP CSWCD Facebook page.
The College of Social Work and Community Development of the University of the Philippines Diliman (UP-CSWCD) announces the selection of Bai Bibyaon Ligkayan Bigkay as the recipient of the 2017 Gawad Tandang Sora.
Bai Bibyaon is an outstanding indigenous woman leader. The only female chieftain in the history of the Manobo tribe, she has led the defense of the Manobo ancestral land since 1994. She was among those who led the pangayaw (tribal war) against the intrusion of a destructive logging company that threatened to destroy the ancestral lands in Talaingod, Davao del Norte. She remains …

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UP Baguio inaugurates Museo Kordilyera

UP President Alfredo E. Pascual (2nd from right) talking with National Artist for Visual Arts Benedicto “BenCab” Cabrera (rightmost) at the opening of the museum. With Pascual is UP Baguio Chancellor Raymundo Rovillos (to Pascual’s right). Photo by Misael Bacani, UPSIO.
UP Baguio (UPB) formally opened its three-story ethnographic museum, Museo Kordilyera, on January 31, seven months after its soft opening in 2016. Its main areas of focus are the collection, preservation, and exhibition of artifacts and other objects unique to the Cordillera region, its peoples, and its cultures and traditions.
Conforming to the campus terrain, only the first story of the …

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UP Min conducts training on natural farming technology with Obu Manuvu community

Farmers of the Obu Manuvu indigenous people mix ingredients to make natural farm inputs in the training-workshop on natural farming technology held in the UP Mindanao Land Reservation in Marilog, Davao City. Photo by Rene Estremera, UP Mindanao.
Farmers of the Obu Manuvu indigenous people availed of a training-workshop on natural farming technology systems throughout October to November 3 in Sitio Ladi-an, Marilog District, Davao City.
The 40 farmers learned to make indigenous micro-organisms, fermented plant juice and fruit juice, fish amino acid, and natural insect attractants for use as inputs to farm production.
The ingredients that were used included rice, muscovado sugar, …

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Indigenous Research: Settle to Unsettle, Learn to Unlearn

The method of learning, unlearning, relearning1 for literacy and pedagogy may also be employed as the mantra for research and knowledge production. Scholars of indigenous studies and other related disciplines should unlearn and relearn, if they intend to dismantle the master’s house with the master’s tools, to build a house anew; or, even if they simply want to mitigate their marginal status by merely renovating the master’s house, where they informally reside.
To this day, there is still a complicated and contemporary variant of the master-slave relationship that oils the academic machinery. More often than not, modern knowledge products from cognition …

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The ‘Indigenous’ in the Cordillera Studies Center of UP Baguio

Note: This is an abridged version of a paper read during the International Seminar Workshop on Indigenous Studies held on 26-28 June 2013 in  Mandaluyong City, Metro Manila.
The formation of the Cordillera Studies Center was made official by the 928th meeting of the UP Board of Regents on June 26, 1980. It was to be the research arm of the Development Studies Program (DSP) of the then Social Science Department (SSD) of UP College Baguio. The other arm of the DSP was the M.A. in Social and Development Studies (MA SDS) program, which exists to this day. The Center’s first …

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The Philippines Indigenous Peoples’ Core Curriculum

The Indigenous Peoples’ Rights Act (IPRA) provides a strong policy basis for Indigenous Peoples’ Rights to Education. The formulation carries a strong articulation of positive educational outcomes against the colonial foundations of education in the Philippines.
Education was used as a key institution during the early twentieth century to drive American colonial policies and programs in the Philippines.
Of the fourfold bundles of IP rights provided for in the IPRA, the implementation of the Right to Social Justice and Human Rights is least studied.
The second volume of The Road to Empowerment: Strengthening the Indigenous Peoples Rights Act (Arquiza, 2007) illustrates what peoples’ …

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The UP Forum Roundtable Discussion on Indigenous Studies (IS)

How do you define IS in the context of higher education?
Do we need a national policy(ies) or law(s) to make space for IS in higher education institutions?
What reforms must higher education university officials do to promote IS in their institutions through curriculum reforms? Through research? Through extension/public service?
Alejandro N. Ciencia Jr., PhD
Director, Cordillera Studies Center (CSC)
Assistant Professor, College of Social Sciences
UP Baguio
In my synthesis report for the International Seminar Workshop on Indigenous Studies held in June 2013 in Mandaluyong, I defined “indigenous studies” as that “field of inquiry which focuses on issues affecting people/s (and theirdescendants) who on …

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Indigenous Community Conserved Areas and the Manila Declaration on ICCAs

Sagada’s Mountain ridges serve as places of soul-calling expedition during Begnas. Photo: H. Padchao
In recent years, indigenous people’s organizations, principally members of the Koalisyon ng mga Katutubo at Samahan ng Pilipinas/National Coalition of Indigenous Peoples in the Philippines (KASAPI, Inc.), have held regional, national and even international engagements on indigenous community-conserved areas (ICCAs).
ICCAs are areas within ancestral domains including lakes, coastal seas, forests and watersheds imbued with deep spiritual and cultural values for indigenous peoples. ICCA is generic. But under local terms, ICCAs have specific names that indigenous peoples identify them with, including the deepest part of a river, shoreline …

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In Search of Common Ground: Indigenous Education and Western Academics for Biodiversity Conservation

Photo from Wikicommons
In a rapidly changing world driven by technology, mass media and the effects of climate change, knowledge of biodiversity conservation has become an absolute necessity. And in their eagerness to be able to discover as well as implement various techniques in adapting to the environment, research institutions as well as academia have become more receptive to such alternative sources of expertise as the indigenous communities.
In an interview with the UP Forum, San Francisco State University Professor and Cultural Conservancy President Dr. Melissa Nelson said that in recent years indigenous knowledge has become more attractive for some members of …

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Katutubong Kaalaman sa Pagpapaunlad ng Komunidad

Para sa mga Oromo, isang Cushitic na katutubo na naninirahan sa Ethiopia, hilagang Kenya at ilang bahagi ng Somalia, Africa, iisa ang diyos: si Waagaa o Waaqa.
Ayon kay Propesor Workineh Kelbessa ng Addis Ababa University,1 si Waagaa ang “Nauna sa Lahat,” ang tagapaglikha ng mundo. Si Waaga din ang diyos ng kalangitan, at sa aspeto ng mabait na tagapangalaga at tagapagtanggol ng mga tao, si Waagaa ay kulay itim.
Kwento ni Yosef Beco Dubi, isang PhD student ng Addis Ababa University na nagbahagi ng kanyang saliksik tungkol sa “Indigenous Knowledge in Oral Narratives of Oromo Society and Its Significance to Sustainable …

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