Perceptions of Muslim Educators on Postcolonial Education in the Philippines: A Qualitative Inquiry

Abstract

The Muslims in the Philippines were unsubjugated and resisted the influence of colonization with their education system still intact today. However, constructs of postcolonial education among Muslim-Filipino educators are scarce. With these gaps, the study sought to establish a baseline conceptualization of Muslim education in the postcolonial Philippines. The study employed a qualitative research design to increase understanding of a relatively narrow concept or empirical phenomenon. The study utilized an interpretivist approach, particularly a transactional epistemology, and used purposive sampling with five Muslim educators as research participants. The results of the study provide a general overview of postcolonial praxes and constructs of Muslim education in the Philippines. However, the study is limited to five selected research participants. The study’s results highlighted balancing secular and non-secular education, Muslim and Filipino identities, and learning institutions for knowledge preservation. The findings are imperative in addressing the dearth of professional literature on the hermeneutic of postcolonial Muslim education in the Philippines. In conclusion, further studies on its essence primarily as an impetus for relevant, appropriate, and responsive education and policies among Muslim educators and learners are sought. Keywords: Postcolonial praxes, post-coloniality, Muslim education, Muslim-Filipino, Philippines