Abstract
This paper explores a culturally-responsive model and theory for sustainable development in education that intertwines a seamless juxtaposition of cultural knowledge, mastery, reflections and understanding, and innovations in the Cebuano context. A multiple case analysis of selected quintains of Cebuano culture in literature reviews, and past travel observations and experiences were used as the methodology of the study. Results revealed that studies on cultural knowledge reflected a Cebuano identity of indigenous worldviews and reverence to nature. Cultural knowledge served as a basis for cultural mastery in the formulation and implementation of government policies as exemplified in the Bayanihan to Heal Act, the creation of the Inter-Agency Task Force, and other decisions of government and non-government agencies to protect people’s welfare. Cultural reflections ignited how people responded to these policies, with contrasting views and ambivalence. To prevent the furtherance of these views that would heighten possible conflict and violence, cultural innovations through a KRSP Model offers vibrant opportunities to promote and realize ESD Goal No. 4 by 2030.
Highlights
How can the institution of education achieve this humanitarian goal? Education can start recognizing the country’s most important resource – the human population
There is a potential for the Philippines to support this mandate in consonance with the finding of National Commission for Culture and the Arts (NCCA) that education ranked 4th in the executive survey on Filipino values with the essential capacity to ensure a brighter future, learn values, promote human rights, challenge values education, and improve its delivery [7]
This paper explores how Education for Sustainable Development (ESD) intertwines a juxtaposition to create culturally-responsive model and theory in the Philippines that may promote inclusive quality education and national identity in the ASEAN region
Summary
“Black Lives Matter” became a popular mantra among Black Americans after George Floyd died on May 25 this year. There is a potential for the Philippines to support this mandate in consonance with the finding of National Commission for Culture and the Arts (NCCA) that education ranked 4th in the executive survey on Filipino values with the essential capacity to ensure a brighter future, learn values, promote human rights, challenge values education, and improve its delivery [7] This chosen ESD theme narrows down to specific aspects of the cultural properties of a Cebuano worldview that juxtaposes to secret knowledge, collective values and behavior, festivals, and reverence to the natural environment. This paper explores how ESD intertwines a juxtaposition to create culturally-responsive model and theory in the Philippines that may promote inclusive quality education and national identity in the ASEAN region This goal desires to promote reduction, if not elimination, of racism, prejudice, and other forms of intolerance that creates bigotry and stronger stigma than the effects of COVID-19 pandemic in many parts of the globe.
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