Decolonizing Pedagogy: Integrating Indigenous Knowledge and Philippine Historical Narratives in Higher Education Curricula

Authors

DOI:

https://doi.org/10.63931/ijchr.v7i1.130

Keywords:

Culturally Responsive Teaching, Curriculum Development, Decolonizing Pedagogy, Indigenous Knowledge Systems, Philippine Higher Education

Abstract

This qualitative multi-site study examined how indigenous knowledge systems and Philippine historical narratives are integrated into higher education curricula across six institutions in Northern Luzon. Anchored in Decolonial Theory and Culturally Responsive Pedagogy, the study explored faculty and student perceptions, current practices, and emerging strategies that align with decolonization goals. Findings revealed that while there is strong support for the inclusion of culturally rooted content, its integration remains inconsistent and often dependent on individual faculty initiatives. Participants identified key challenges such as lack of institutional frameworks, training, and authentic resources. Nevertheless, they proposed innovative pedagogical strategies, including community immersion, storytelling, interdisciplinary design, and co-creation with cultural elders, that foster inclusive, identity-affirming, and historically grounded education. The study concludes that decolonizing higher education requires a systemic reimagining of curriculum design, teaching practices, and epistemic authority, shifting from Eurocentric models to localized, culturally respectful frameworks.

Author Biographies

  • Kenedy G. Flores, MPA, LPT, CHRA, Don Mariano Marcos Memorial State University

    Kenedy Gundran Flores is a faculty member of the Department of Political Science at Don Mariano Marcos Memorial State University – Mid La Union Campus in San Fernando City, La Union, Philippines. His teaching and research interests include political theory, public policy, local governance, and gender and development. He has authored multiple academic and instructional materials in the fields of social sciences and public administration and remains actively engaged in interdisciplinary research and civic-oriented extension projects across Northern Luzon.
    He may be reached at kenflores@dmmmsu.edu.ph.
    ORCID iD: https://orcid.org/0009-0000-7885-6069

  • Aniza C. Gadaza, PhD, Don Mariano Marcos Memorial State University

    Aniza C. Gadaza is an Assistant Professor III at the Department of Political Science, Don Mariano Marcos Memorial State University, Bacnotan Campus, La Union, Philippines. Her academic and research interests lie in the areas of local governance, political institutions, and public policy in the Philippine context. With years of teaching experience in higher education, she remains committed to fostering critical political analysis and civic engagement among her students. Prof. Gadaza actively participates in institutional research projects and extension programs that support community-based development and policy innovation in Northern Luzon.

  • Don C. Galdonez, MAED-SST, Philippine Normal University, North Luzon

    Don C. Galdonez is a faculty member under the Faculty of Teacher Development at Philippine Normal University – North Luzon, located in Alicia, Isabela, Philippines. His academic focus centers on teacher education, curriculum innovation, and pedagogical advancement in rural and regional contexts. As an educator and advocate of transformative teaching practices, he is actively involved in capacity-building initiatives that aim to uplift the quality of education in Northern Luzon.
    He may be contacted at galdonez.dc@pnu.edu.ph.

  • Joemar N. Pihnuton, Ifugao State University, Lamut Campus

    Joemar N. Pihnuton is a faculty member of the College of Education at Ifugao State University, Lamut Campus, Ifugao, Philippines. His academic pursuits focus on teacher education, indigenous knowledge systems, and educational leadership in upland and rural communities. He is committed to advancing inclusive and culturally responsive pedagogy, particularly within the context of the Cordillera and other indigenous regions in the Philippines.
    He may be contacted at joemar.pihnuton23@ifsu.edu.ph.
    ORCID iD: 0009-0003-1832-1769

  • Ronie B. Soriano, PhD, Pangasinan State University- San Carlos Campus

    Ronie Beltran Soriano is a faculty member of Pangasinan State University- San Carlos Campus. Born in Manila and raised in Pangasinan, he has garnered numerous academic achievements throughout his career. Dr. Soriano holds a Ph.D. in Development Studies and an M.A. in Education, major in Social Studies, both from Pangasinan State University's School of Advanced Studies. His academic excellence is marked by distinctions such as Magna Cum Laude, Salutatorian, and Valedictorian honors. As an accomplished academic leader, Dr. Soriano served as Program Chairperson of the Social Studies Department at PSU-San Carlos Campus from 2021 to 2024 and currently holds the position of Teaching Internship Coordinator. His research expertise lies in online learning motivation and Industry 4.0. He currently serves as the Regional Director of the Association of Social Science Educators for Traditions and Treasures (ASSET) in Region I, further solidify his impact in the field of education

  • Alexander G. Killip Jr., PhD, LPT, University of Baguio

    Dr. Alexander G. Killip Jr. is a Filipino academic and researcher affiliated with the University of Baguio in Baguio City, Philippines. He serves as an Assistant Professor in the School of Teacher Education and Liberal Arts, specializing in Political Science, Public Administration, and Rural Development.

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Published

2025-06-16 — Updated on 2025-06-16

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Vol. 7 No. 1 (2025): International Journal on Culture, History, and Religion

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Copyright (c) 2025 Kenedy G. Flores, MPA, LPT, CHRA, Aniza C. Gadaza, PhD, Don C. Galdonez, MAED-SST, Joemar N. Pihnuton, Ronnie B. Soriano, PhD, Alexander G. Killip Jr., PhD, LPT

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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite

Decolonizing Pedagogy: Integrating Indigenous Knowledge and Philippine Historical Narratives in Higher Education Curricula. (2025). International Journal on Culture, History, and Religion, 7(1), 333-356. https://doi.org/10.63931/ijchr.v7i1.130

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