Home⇛International Journal of Transformative Multidisciplinary Studies⇛vol. 2 no. 2 (2026)

Institutional Blindness and Educational Justice: A Critical Pedagogical Reading of Gloc-9’s Upuan in Light of EDCOM II

John Mark N. Saldivar

Discipline: Education

 

Abstract:

1 La Salle University, Ozamiz City, Philippines * johnmark.saldivar @lsu.edu.ph Volume 2, Issue 2, June 2026 The Second Congressional Commission on Education (EDCOM II) has documented the persistent learning crisis in Philippine education, drawing sustained attention to governance fragmentation, resource inequities, and accountability gaps across the system. While policy reports have carefully diagnosed these forms of systemic dysfunction through statistical evidence and institutional analysis, fewer studies have examined how cultural texts articulate public perceptions of institutional failure and leadership detachment. This study analyzed Gloc-9's song "Upuan" as a form of protest literature to examine how issues such as lack of awareness and educational unfairness are represented and how these ideas connect with the main findings of EDCOM. By closely reading the lyrics and identifying common themes, this study employed qualitative textual analysis grounded in critical pedagogy and sociological criticism to identify recurring themes of power, separation, lack of awareness, and inequality. The findings revealed that the metaphor of the "chair" signifies possessive and contested authority, while the spatial imagery of walls and fences and the poverty imagery of hunger and fragile housing dramatize social stratification and distance in leadership. These symbolic constructions align with EDCOM II's concerns regarding fragmented governance, educational deprivation, and inequitable resource distribution, particularly in marginalized communities. The research argued that the song serves as a cultural reflection of issues within the education system, translating intricate policy matters into Saldivar, IJTMS, 2 (2), 328-348, 2026 329 a comprehensible moral critique. The study found that ethical educational leadership in the Philippines should prioritize fairness and justice over power alone and be attuned to and responsive to the needs of marginalized communities.



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