- University of the Philippines Baguio
Gov. Pack Road
2600 Baguio City
- Ethnohistory, Indigenous Peoples, Cultural History, Ifugao, Philippines, Philippine Cordillera, and 13 morePramoedya Ananta Toer, Arturo Escobar, Spirituality, James C. Scott, History and Philosophy of Social Sciences, Geography, Development Studies, Sustainable Development, Cultural Anthropology, Social and Cultural Anthropology, Artisanal and Small-scale Mining, Ritual (Anthropology), and Indigenous Religionsedit
- Leah Abayao is Professor of History at University of the Philippines Baguio (UP Baguio). She has an M.A. (Social Dev... moreLeah Abayao is Professor of History at University of the Philippines Baguio (UP Baguio). She has an M.A. (Social Development Studies) and a Ph.D. (History). She is involved in the promotion and development of cultural heritage programs including community archives & museum and in indigenous people’s education in the Philippines. She was also part of the International Network on Cultural Diversity that influence the text of the current UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expressions. She writes on public history, local and ethnohistory, cultural history, indigenous worldviews, indigenous peoples education, and religious traditions. From 2015 - 2016 she co-curated a virtual exhibition at the Linden Museum - Stuttgart. Currently she is studying the history of collecting Indigenous Art. She also sustained her interest in the traditional knowledges of Indigenous Peoples and how these inform contemporary issues and concerns of societies.edit
Forest Policies and Indigenous Peoples’ Traditional Knowledge and Practices on Sustainable Forest Management: Fiji, Cambodia and Thailand
Research Interests:
Research Interests: Geography, Indigenous Studies, Development Studies, Ecotourism, Heritage Tourism, and 10 moreIndigenous Religions, Sustainable Development, Rural Development, Cultural Tourism, Indigeneity, Indigenous Peoples Rights, Spirituality of indigenous people and pre christian cultures, Environment and Development, Sustainable/Responsible Tourism, and Nomadic/Indigenous People
The Indigenous Peoples’ Rights Act’s (IPRA) strong policy formulation for Indigenous Peoples’ Rights to Education had mandated the National Commission for Indigenous Peoples (NCIP) to undertake projects like Indigenous Peoples Education... more
The Indigenous Peoples’ Rights Act’s (IPRA) strong policy formulation for Indigenous Peoples’ Rights to Education had mandated the National Commission for Indigenous Peoples (NCIP) to undertake projects like Indigenous Peoples Education (IPE), Assistance to Community Schools, and the Educational Assistance Program (EAP). The NCIP, in turn, had collaborated with the Department of Education (Dep-Ed) toward the formulation of an Indigenous Peoples’ Core Curriculum. While the curriculum was envisioned to help IPs achieve their individual and collective rights, a review of its contents shows curricular hitches and complications, since the curriculum was developed under the rubric of the Philippine educational system where learning strands and competencies are structured to deliver a goal of national functional literacy. The curriculum is an indigenized version of the Basic Education Curriculum. However, its design is not founded on an indigenous learning system or structure, delivering mixed messages under a structured development goal. As it is, it also employs a problematic construction of indigenous knowledge systems where it envisions the indigenous as ‘historical present’ and not in terms of its contemporaneity and relevance. While the conceptual framework is strong, the indigenized content of the curriculum is weak in the delivery of this goal. If the desired outcomes will be for a change to address the needs of indigenous peoples, a new curricular infrastructure must be designed that supports effective indigenous learning environments.
