Philippine E-Journals

References:

1. Alcueres (2020). Bukidnon-Magahat Learners’ Plight: Factors Affecting Learning Academic Performance. International Journal for Research in Social Science and Humanities, vol. 6. Issue 5. Carino. Country Technical Note on Indigenous Peoples’ Issues.
2. Asuncion, R. E. L., & Follero, M. J. C. (2024). Implementation Of National Indigenous People (Ip) Education Policy Framework and the Level of Practice of Indigenous Knowledge System Practices (Ikps) In the Calabarzon Region: Basis for Innovative Iped Curriculum Model. Ignatian International Journal for Multidisciplinary Research, 2(1), 391-420.
3. Bishop, M. (2022). Indigenous education sovereignty: Another way of ‘doing’education. Critical Studies in Education, 63(1), 131-146.
4. Borrows, J., Chartrand, L., Fitzgerald, O. E., & Schwartz, R. (Eds.). (2023). Braiding legal orders: implementing the United Nations Declaration on the Rights of Indigenous Peoples. McGill-Queen’s Press-MQUP.
5. Brunette Debassige, C., Wakeham, P., Smithers-Graeme, C., Haque, A., & Chitty, S. M. (2022). Mapping approaches to decolonizing and indigenizing the curriculum at Canadian universities: Critical reflections on current practices, challenges, and possibilities. The International Indigenous Policy Journal, 13(3), 1-24.
6. Citaristi, I. (2022). Office of the United Nations High Commissioner for Human Rights—OHCHR. In The Europa Directory of International Organizations 2022 (pp. 160-164). Routledge.
7. Cobo, J. M. (1983). Study of the problem of discrimination against indigenous populations      [Un-document  E/CN]. https://www.un.org/development/desa/indigenouspeoples/publications/ 2014/09/martinez-cobo-study/
8. Colicol, F. L. (2024). Pragmatism as basis of the integration of Indigenous knowledge systems and practices in the Philippine K-12 Indigenous Peoples Education program:  Problematizing and ways forward. Educational Philosophy and Theory, 1-13.
9. Dela Reyna, P. (2019). Indigenous Peoples Education: “From Alienation to Rootedness”. https://www.hurights.or.jp/archives/pdf/asia-s- ed/v11/13Indigenous%20Peoples%20Education%20-%20Philippines.pdf
10. Department of Education (2016). DepEd Order No. 22, s. 2016 Implementing Guidelines on The Allocation and Utilization of the Indigenous Peoples Education (Iped) Program Support Fund For Fiscal Year (Fy) 2016. https://depedabra.com/index.php/2016/06/17/deped-order-no- 22-s-2016implementing-guidelines-allocation-utilization-indigenous- peoples-education-iped-program-support-fund-fiscal-year-2016/
11. Department of Education (2021). DepEd marks 1^st decade of Indigenous Peoples Education Program (IPEd) with 2.5M learners served. http://40.65.181.51/2021/10/08/deped-marks-1st-decade-of-indigenous-peoples-education-program-iped-with-2-5m-learners served/#:~:text=October%2008%2C%202021%20%E2%80%93%20The%20Department,Through%20DepEd%20Order%2062%2C%20s.
12. Department of Education. (2011). DepEd Order 62, s. 2011. Adopting The National Indigenous People’s Education Policy. https://www.scribd.com/document/340887274/222291128-DepEd- Order-No-62-s-2011-pdf
13. Domingo, S.N. & Manejar, A.J.A. (2020) Review of Indigenous Peoples policy and institutional grounding. https://www.pids.gov.ph/publication/discussion-papers/review-of- indigenous-peoples-policy-and-institutional-grounding
14. Donders, Y. (2020). Cultural heritage and human rights.
15. Eduardo, J.P. & Gabriel, A.G. (2021). Indigenous Peoples Right to Education: The Dumagat Experience in the Provinces of Nueva Ecija and Aurora, in the Philippines. https://doi.org/10.1177/21582440211009491
16. Edwards, A. (2021). Supporting Faculty in Indigenizing Curriculum and Pedagogy: Case Study of the Indigenous Curriculum Resource Centre. https://summit.sfu.ca/item/31781
17. Fiagoy, G., L., T, K., & Linda, L. (2000). Adult education and indigenous peoples in the Philippines. UNESCO. https://preprod.uil.unesco.org/adult- education/adult-education-and-indigenous-peoples-philippines
18. Flores, G. T., & Obod, S. P. (2023). Assessment of Text-Based Instructional Materials Used Among Indigenous Peoples (IP) Learners in a New Normal Classroom. International Journal of Membrane Science and Technology, 10(3), 99-110.
19. Good Neighbors International Philippines - Empowering People, Transforming Communities. (2021, March 10). Project HOPE: The hope of every IP - Good Neighbors International Philippines - empowering people, transforming communities. https://goodneighbors.ph/good-stories- posts/project-hope-the-hope-of-every-ip/
20. Gordon, S. P. (2022). Holistic development. In Developing Successful Schools: A Holistic Approach (pp. 211-243). Cham: Springer International Publishing.
21. Gronseth, S. L., Michela, E., & Ugwu, L. O. (2021). Designing for diverse learners.
22. Gubalani (2021) DepEd-12 boosts rollout of IP education program. https://www.pna.gov.ph/articles/1158634
23. Hechanova & Costes. (2021) IP strategy for education institutions in the Philippines. https://www.asiaiplaw.com/article/ip-strategy-for- education-institutions-in-the-philippines
24. Hurley, K. (2024). Investigating Teachers’ Perceptions: Exploring Professional Capacities to Implement Indigenous Worldviews into their Classrooms (Doctoral dissertation, University of Kansas).
25. Indigenous Representation in Local Legislative Councils (PH0065). (2019) https://www.opengovpartnership.org/members/73hilippines/commitme nts/PH0065/
26. International Day of the World’s Indigneous Peoples, (2021). Department of economic and social affairs indigneous peoples. https://www.un.org/development/desa/indigenouspeoples/international-day-of-the-worlds-indigenous-peoples-2021
27. IWGIA - International Work Group for Indigenous Affairs. (2022, April 1). The Indigenous World 2022: Philippines - IWGIA - International Work Group for Indigenous Affairs. https://www.iwgia.org/en/philippines/4656-iw- 2022-philippines.html
28. Ketchum, Q. (2022). Indigenizing Your Classroom: A Practice in Inclusive Pedagogy. Teaching in the University.
29. Ladson-Billings, G. (2021, July). Three decades of culturally relevant, responsive, & sustaining pedagogy: What lies ahead? In The Educational Forum (Vol. 85, No. 4, pp. 351-354). Routledge.
30. Martin. (2023, October 19). Education - United Nations Sustainable development. United Nations Sustainable Development. https://www.un.org/sustainabledevelopment/education/
31. Milne, E., & Wotherspoon, T. (2020). Schools as “really dangerous places” for Indigenous children and youth: Schools, child welfare, and contemporary challenges to reconciliation. Canadian Review of Sociology/Revue canadienne de sociologie, 57(1), 34-52.
32. Moges, B. T., Assefa, Y., Tilwani, S. A., Desta, S. Z., & Shah, M. A. (2024). The inclusion of indigenous knowledge into adult education programs: Implications for sustainable development. Studies in the Education of Adults, 56(1), 5-25.
33. Morris, A. (2023). Indigenization: Holistic learning and weaving Indigenous ways of knowing into the curriculum. https://arcabc.ca/islandora/object/tru%3A6256/datastream/PDF/view
34. Nataño, N. M. (2023). Perspectives on Curriculum Contextualization and Localization asIntegral to Promoting Indigenous Knowledge. International Journal of Academic and Practical Research International Journal of Academic and Practical Research, 2(3), 67-76.
35. National Commission on Indigenous Peoples (2012) NCIP Administrative Order No. 1 Series of 2012. The Indigenous Knowledge Systems and Practices (IKSPs) and Customary Laws (CLs) Research and Documentation Guidelines of 2012
36. Nishanthi, R. (2020). Understanding of the importance of mother tongue learning. International Journal of Trend in Scientific Research and Development,5(1),77-80. https://www.researchgate.net/publication/345436020_Understanding_ of_the_Importance_of_Mother_Tongue_Learning
37. Ocampo, D. J., Rufino, R., & Gonzales, J. F. (2021). Participatory Policy Formulation on Indigenous Peoples Education in the K to 12 Basic Education Program in the Philippines. In Minding the Marginalized Students Through Inclusion, Justice, and Hope (Vol. 16, pp. 211-242). Emerald Publishing Limited.
38. Ocampo-Tan & Roberto (2019) IP inclusion in nationalized spaces of learning. https://theguidon.com/1112/main/2019/12/ip-inclusion-in-nationalized- spaces-of-learning/
39. Oxtero, I. (2022) Problems Encountered in the Implementation of Indigenous Peoples Education Program in Agusan del Sur. https://myjms.mohe.gov.my/index.php/ajress/article/view/18424
40. Pedroso, J. E. P., Tumabotabo, A. M., Alvarez, G. J., China, M. M. D., & Futotana, K. (2023). Contextualized Strategies of Elementary School Teachers in Teaching IP (Indigenous People) Learners.  EIKI Journal of Effective Teaching Methods,1(3). https://journals.eikipub.com/index.php/jetm/article/view/35
41. Pejaner, K. J. & Mistades, V. (2020) Culturally Relevant Science Teaching: A Case Study of Physics Teaching Practices of the Obo Monuvu Tribe. https://eric.ed.gov/?id=EJ1257635
42. Phillips, L. (2022). Teaching Decolonizing and Indigenizing Curatorial and Museum    Practices. Museum    Worlds, 10(1), 112-131. https://www.berghahnjournals.com/downloadpdf/journals/museum- worlds/10/1/armw100109.xml
43. Pimentel, M.B. (2016). DepEd adopts IPED curriculum framework. Retrieved from https://www.depedmalaybalay.net/ip/deped-adopts-iped- curriculum-framework.html
44. Raffoul, J., Kechego, J., & Kustra, E. (2021). Indigenizing the curriculum: From challenges to opportunities. https://scholar.uwindsor.ca/cgi/viewcontent.cgi?article=1137&context= research-result-summaries
45. Republic Act No. 10533 (2013). An Act Enhancing the Philippine Basic Education System by Strengthening Its Curriculum and Increasing the Number of Years for Basic Education. https://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/
46. Republic Act No. 8371 (1997). An Act to Recognize, Protect and Promote the Rights of Indigenous Cultural Communities/Indigenous Peoples. https://www.officialgazette.gov.ph/1997/10/29/republic-act-no-8371/
47. Robinson, R. (2023). Indigenous post-secondary institutes in British Columbia, Canada: exemplars of Indigenous control over Indigenous education. Canadian Journal of Education, 46(2), 386-411.
48. Romano, R., John, B., MacKrell, D., Qureshi, S., Applebee, W., & Copeman, P. (2023). Indigenizing the It Curriculum by Design. Communications of the Association for Information Systems,   53(1),18. https://researchprofiles.canberra.edu.au/en/publications/indigenizing- the-it-curriculum-by-design
49. Sammel, A., Whatman, S., & Blue, L. (2020). Indigenizing Education (pp. 121- 44). Singapore: Springer Singapore.
50. Siregar, A., Kudadiri, A., Sembiring, S., & Siregar, N. (2023). Local wisdom in cultural ceremony of Angkola indigenous community. Environment- Behaviour Proceedings Journal, 8(24), 255-260.
51. Sumarni, W., Sudarmin, S., Sumarti, S. S., & Kadarwati, S. (2022). Indigenous knowledge of Indonesian traditional medicines in science teaching and learning using a science–technology–engineering–mathematics (STEM) approach. Cultural Studies of Science Education, 1-44.
52. Sustainable development goals. (n.d.). UNDP. https://www.undp.org/sustainable-development-goals/quality- education
53. United        Nations.           (2023). Protect Human Rights | United Nations. https://www.un.org/en/our-work/protect-human-rights
54. Villaplaza, L.B. (2021) Level of implementation of Indigenous Peoples Education Program in Agusan Del Sur, Philippines. https://apiar.org.au/wp- content/uploads/2021/03/3_APJCECT_V7I1_pp20-33.pdf
55. Wang, X., Lee, Y., Zhu, X., & Okur Ozdemir, A. (2022). Exploring the relationship between community college students’ exposure to math contextualization and educational outcomes. Research in Higher Education,1-28. https://ideas.repec.org/a/spr/reihed/v63y2022i2d10.1007_s11162-021- 09644-w.html
56. World Bank (2022). Indigenous Peoples. Retrieved from https://www.worldbank.org/en/topic/indigenouspeoples
57. Yang, W., & Li, H. (2022). The role of culture in early childhood curriculum development: A case study of curriculum innovations in Hong Kong kindergartens. Contemporary Issues in Early Childhood, 23(1), 48-67. https://journals.sagepub.com/doi/10.1177/1463949119900359