Navigating Intercultural Teaching in Indigenous Peoples' Education Schools: A Case Study on the Lived Experiences of Non-IPED Teachers Working with Subanen Learners

Abstract

Background and Aim: Culturally responsive education, grounded in sociocultural theory, emphasizes that learning is mediated by cultural tools, social interaction, and community knowledge. In the Philippines, Indigenous Peoples Education (IPEd) requires teachers to integrate Indigenous Knowledge Systems and Practices into classroom instruction. However, many non-IPED teachers assigned to IPEd-implementing schools have limited specialized preparation. This study explored the lived experiences of non-IPED teachers working with Subanen learners, focusing on their expectations, preparations, pedagogical practices, challenges, coping strategies, and perceived administrative support.

Materials and Methods: This qualitative case study was guided by Merriam’s case study framework and Vygotsky’s sociocultural theory. Ten non-IPED teachers from IPEd-implementing schools in the District of Sominot, Zamboanga del Sur, Philippines, were selected through purposive sampling. Data were gathered through semi-structured interviews, field observations, and document analysis. The data were analyzed using thematic analysis to identify recurring patterns across participants’ intercultural teaching experiences.

Results: The findings revealed three interrelated dimensions of teachers’ experiences. First, teachers entered IPEd assignments with apprehension caused by unfamiliarity with Subanen language, culture, and community practices; this led them to pursue self-initiated preparation through community immersion, consultation with elders, and independent cultural learning. Second, teachers developed culturally responsive pedagogical practices, including lesson contextualization, translanguaging, use of local and Indigenous materials, and peer-assisted learning. These approaches helped create culturally mediated learning environments. Third, teachers continued to face language barriers, limited culturally appropriate materials, cultural dissonance, and geographic constraints. They managed these challenges through community engagement, peer collaboration, personal reflection, and resourcefulness. Administrative support was generally limited to encouragement and basic resources, with insufficient contextualized training, materials, and consistent policy implementation.

Conclusion: Non-IPED teachers demonstrated strong adaptive capacity in supporting Subanen learners despite systemic limitations. Their experiences show that teachers function as cultural mediators who scaffold learners’ understanding while developing their own intercultural competence through interaction with communities and colleagues. The study highlights the need for community-embedded teacher preparation, culturally appropriate instructional materials developed with Indigenous elders, and stronger school-level partnership structures to sustain effective IPEd implementation.