Integrating Badjao Culture: A Case Study for Inclusion in Philippine School Improvement Plans

• In Event: Educational Improvement, Governance and Integration: Leadership, Inclusion, and Education–Industry Alignment in Comparative Perspective

Proposal

Introduction
The Badjao are an indigenous ethnic group found in Southeast Asia, often referred to as "Sea-gypsies" due to their lifestyle of residing in boathouses. Their culture is deeply connected to the sea, which remains a significant aspect of their identity. However, the pressures of modern society necessitate the consideration, respect, and preservation of their cultural heritage. Safeguarding the Badjao cultural identity is essential for their well-being and for educational reform. Therefore, this study aimed to explore the effects of incorporating Badjao culture into school improvement plans.
The following questions guided this study:
1. What are the cultural practices that can be integrated into the school improvement plans?
2. How does this cultural inclusion influence the educational performances of Badjao learners?
Literature and Studies
In schools, cultural inclusion entails fostering an environment where every student, irrespective of their cultural background, feels valued and included. This can be accomplished through culturally sustaining pedagogy and inclusive curricula that mirror the diverse identities of students(Sá et al., 2024). Consequently, cultural inclusion can enhance social cohesion, instill pride in individuals, and elevate a country’s global capital by forging a unique cultural identity(Mathrani & Ibrahim, 2022). Indigenous communities, such as the Badjao, encounter challenges like modernization and assimilation, which threaten their traditional ways of life. These challenges necessitate efforts to safeguard and respect cultural diversity and the rights of these communities(Khong et al., 2025). Cultural discrimination involves the devaluation of indigenous cultures and languages, potentially leading to a loss of cultural identity and heritage, as well as psychological distress among community members(Schwab, 2009).
Methodology
This qualitative case study examines the integration of Badjao culture into the school improvement plans (SIP) of elementary schools in Bongao, Tawi-Tawi, Philippines. The participants include the school principals and subject advisers who implement the SIP curriculum integration. Interviews will be conducted using the Key Informant Interview (KII) method to address the research questions. For the disclosure, the study is not yet fully finished and has analyzed some data for the preliminary findings and observations. Prior to data collection, researchers will obtain informed consent to conduct the interviews. Each interview will last between 30 to 45 minutes. Researchers requested permission to record the sessions and will ensure the confidentiality, anonymity, and voluntary participation of the participants. Preliminary data analysis was performed using Atlas.ti version 25.

Findings
The preliminary findings of the study reveal several key insights: Sinama is the primary language of the Badjao, yet most teachers do not speak it, leading to communication challenges. This language barrier poses a significant obstacle to the academic success of Badjao students. Furthermore, discrimination from non-Badjao students, such as bullying, adversely affects their educational performance. The school calendar and the socioeconomic status of the Badjao may conflict with their cultural practices, such as weddings and funerals, resulting in absences and high dropout rates. Some schools have begun to incorporate Badjao culture by celebrating IPED month every October, which highlights their cultural heritage and traditions.

Authors

• Pattra Sakib Ugis, MSU-TAWI-TAWI

• 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