Responsible education and multiple learning identities by the Mamanwas in Surigao del Norte, Mindanao, Philippines

Abstract

Purpose – How responsible education and “green” learning becomes crucial for survival for the Mamanwa ethnic minority in Surigao del Norte, Mindanao, Philippines. The paper aims to discuss these issues. Design/methodology/approach – Ten interviews to teachers and 40 Mamanwa students at the Missionary Sisters Servants of the Holy Spirit School in Palalihan, Surigao del Norte, Mindanao, Philippines. Each interview lasted for 1 hour and had ten questions related to “green” learning, responsible education, ecospirituality and sustainable practices. The teachers' interviews took into account how the students incorporate into their learning process the traditional curriculum being taught in the Philippines in primary schools and the Indigenous People's Core Curriculum (IPCC) which has been implemented recently to indigenous people all through the country. Each interview to the students lasted 30 minutes and was related about the things they leaned, how they learned it and applied it to their daily lives. Findings – The importance of a Christian approach to indigenous education respects the traditions and sacred knowledge of a marginalised community in the Philippines. The teaching approach of the Missionary Sisters Servants of the Holy Spirit (MSSHS) shows the development of “green” knowledge and responsible educational capabilities in their practices as educators. Research limitations/implications – Tribal cultural values and MSSHS education bring in a kind of “transcultural” learning process which gives Mamanwas greater skills for cross-cultural adaptation in the Pilipino environment. Practical implications – Non-formal education through the IPCC becomes a key element for the learning process in an environment where sustainable practices are part of the upbringing of the Mamanwa community. Social implications – The relationship between spiritual values and the environment shows a greater closeness between responsible education and “green” learning. Originality/value – Thanks to the MSSHS education, the Mamanwa community has learned, through a syncretic educational process, a greater ability for transcultural adaptation in a transitional process for ethnic minorities in the Philippines.