Reimagining Pedagogy through Cultural Narratives: Integrating Philippine Literature in Higher Education Classrooms

Ma. Theresa Eustaquio; Romeo Clemente; Mercedes Joaquin; Fely Rose Manaois; Cherry Alih; Alnadzma Tulawie

doi:10.63931/ijchr.v7iSI2.203

Authors

Ma. Theresa Eustaquio Isabela State University
Romeo Clemente https://orcid.org/0000-0002-1914-9898
Mercedes Joaquin DEPED- Aliaga National High School https://orcid.org/0009-0006-4871-5904
Fely Rose Manaois Don Mariano Marcos Memorial State University https://orcid.org/0009-0007-7140-6007
Cherry Alih Mindanao State University Tawi-Tawi College of Technology and Oceanography https://orcid.org/0009-0009-9602-7710
Alnadzma Tulawie Sulu State University https://orcid.org/0009-0006-9943-6681

DOI:

https://doi.org/10.63931/ijchr.v7iSI2.203

Keywords:

Philippine literature, culturally responsive teaching, higher education, critical pedagogy, interdisciplinary learning, moral imagination, curriculum localization, civic engagement, decolonized education, context-sensitive instruction

Abstract

This study looks at how adding Philippine literature as a transdisciplinary subject of study in college helps teachers be more culturally aware and aware of the situation. The study investigated the experiences and learning of teachers and students from different professions, like education, nursing, business, psychology, and engineering, to see how they felt about the pedagogical value of literature-based education. The results demonstrated that literary works from the Philippines are good ways to affirm culture, think about ethics, and participate critically. The teachers used literature to put abstract ideas in context, make material more relevant to pupils, and help students understand each other better. On the other side, students said they were more aware of their cultural identity, their history, and their social responsibilities. Thematic analysis demonstrated that literature encourages interdisciplinary learning, connects theory with real-world social issues, and makes it feasible for students to have democratic conversations in class. These results are in line with the main goals of transformational education, which are to promote inclusivity, identity, and critical thinking. The study also showed that institutional support and the ability to change the curriculum are needed to keep the significant connections between literature and other fields. Philippine literature, thus, transcends beyond the boundaries of its topic of study and becomes an active teaching tool that makes lessons more interesting, encourages students to think critically, and helps them become socially responsible citizens. As the Philippines' higher education system works toward more inclusive and decolonized curricula, teaching through literature has the power to change students into well-rounded, culturally aware, and globally capable people.

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