Curriculum Integration for Peace: The Role of Social Emotional Learning with Badjao Communities in Bongao, Tawi-Tawi, Philippines

• In Event: Enhancing Student Success in Tawi-Tawi: Community Collaboration, Social-Emotional Learning, and Gender Equity in Education

Proposal

ntroduction The "Badjao (Sea Gypsies)" indigenous community in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM) exemplifies the intersection of cultural resilience and marginalization. Social exclusion, driven by stigma and isolation, obstructs access to and completion of education, trapping generations in cycles of deprivation. Without intervention, this marginalization deprives Badjao youth of futures beyond mere survival. Guided by the mantra "No Child Should Be Left Behind," the Ministry of Basic, Higher, and Technical Education (MBHTE) BARMM prioritizes inclusive education by integrating Social Emotional Learning (SEL) into its curriculum. This initiative aims to dismantle educational barriers. Incorporating SEL into the education system could empower the Badjao to navigate adversity, heal intergenerational trauma, and become agents of reconciliation. It explores how culturally responsive SEL curricula might bridge the gap between Indigenous traditions and formal education while fostering social cohesion. Thus, the study seeks to reframe education not merely as a tool for literacy but as a transformative pathway for marginalized communities to challenge stigma and participate equitably in peace processes. This Case Study seeks to explore the integration of Social Emotional Learning (SEL) into the educational curriculum for Badjao learners in Bongao, Tawi-Tawi, Philippines. It aims to answer the following research questions: 1. What challenges and opportunities arise while implementing Social Emotional Learning as a tool for inclusive peace building in the specific context of Badjao Learners in Bongao? 2. How can systematic barriers, such as limited access to resources and infrastructure, be addressed to support the successful integration of Social Emotional Learning for Badjao Learners? Literature Review Social Emotional Learning (SEL) in elementary education is a holistic teaching strategy designed to enhance children's social and emotional skills. This approach includes instructing students on how to recognize and regulate their emotions, cultivate empathy, build healthy relationships, and make sound decisions (Bird & Sultmann, 2010). SEL is frequently woven into the school curriculum to encourage a nurturing and secure school environment (Collie et al., 2017). SEL is a crucial educational strategy fostering children's holistic development in elementary settings. It requires curriculum integration, teacher training, and supportive school culture (Calhoun et al., 2020). Teachers often possess limited SEL strategies, necessitating improved training and professional development (Peddigrew et al., 2022). SEL's effectiveness in peacebuilding is evaluated through social-emotional outcomes, behavioral changes, and cognitive shifts, using various assessment tools (Voith et al., 2020). Indigenous students face cultural disconnects between home and school environments based on non-Indigenous methodologies, perpetuating inequalities (Harrison, 2004). Addressing these challenges through culturally responsive teaching and decolonizing educational systems can lead to more effective practices. Methodology A qualitative case study design will be employed to thoroughly examine the integration of Social and Emotional Learning (SEL) within the curriculum and its impact on Badjao learners in piloted IPED schools in Bongao. This approach allows for an in-depth exploration of the complexities and nuances involved in implementing SEL for inclusive peacebuilding in a specific context. The study will focus on Badjao learners enrolled in schools that implement the SEL-Integrated Curriculum in Bongao, as well as the teachers responsible for the SEL curriculum and the school principal. Data will be collected through semi-structured interviews with learners, teachers, and administrators to gather comprehensive perspectives on the challenges and opportunities of integrating SEL for inclusive peacebuilding. Additionally, focus group discussions (FGDs) with Badjao learners will be conducted to explore their experiences, perceptions, and attitudes towards SEL and its impact on their social-emotional development and intergroup relations. The researchers obtained consent from all participants (or their guardians) before data collection, ensuring they understood the research's purpose, their right to withdraw at any time, and the confidentiality of their responses. Additionally, assent forms were obtained for participants who were minors. During data collection with children, the language used was tailored to the children's comfort, and they were accompanied by their parents. We ensured that the confidentiality and anonymity of the participants were respected, in alignment with the Declaration of Helsinki guidelines for protecting human participants in research. The researchers declare that this study did not undergo an ethics review due to the absence of a registered ethics review board.

Authors

• Zeda Sangkula, STUDENT

• Nilo Jayoma Castulo, Mindanao State University TCTO

• Jocelyn Agraviador Pajiji, Mindanao State University Tawi-Tawi College of Technology and Oceanography

• Alhisan Jemsy, Mindanao State University Tawi-Tawi College of Technology and Oceanography